Please note: Wooster’s educational philosophy is centered on teaching children not course material.  Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

 

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Copyright Wooster School 2006

 

 

11th Grade

 

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English

11TH GRADE ENGLISH

READING:    

The Grapes of Wrath,

Catch-22 

The Color Purple 

Roark Bradford, Anne Bradstreet, Jonathan Edwards, Cotton Mather  -- American Lit.  1600-1750

Benjamin Franklin, Thomas Jefferson, Thomas Paine, Patrick Henry -- American Lit. 1700-1800, civil disobedience

Hamlet -- The Age of Reason and the Renaissance

Elizabethan sonnets

Edgar Allan Poe

Herman Melville, Washington Irving, Nathanial Hawthorne -- Anti-transcendentalism

Ralph W. Emerson, Henry David Thoreau --transcendentalism

Steven Douglass, Martin Luther King--civil disobedience

Jack London, Kate Chopin, Willa Cather, Mark Twain--19th century Realists and Rationalists

Abraham Lincoln, Harper Lee, Turner, Walt Whitman, James R. Lowell, John G. Whittier, Emily Dickinson, Robert Frost

Huckleberry Finn

Eudora Welty, John Steinbeck, F. Scott Fitzgerald -- 20th century American short story, Modernist

William Faulkner, Zora Neal Hurston, Carson McCullers, Momaday -- 20th century prose

The Great Gatsby -- the modern novel

 

ESSENTIAL QUESTIONS:

To what central values did these writers cling during their trials and tribulations?

What textual clues lead you to your conclusions?

What is the nature of the concrete and visual details that these writers include in their writing?

What rhetorical devices do the authors use in order to advance their ideals?

What constitutes a just reason for civil disobedience according to Jefferson?  to Henry?

Can we infer similar sentiments from Franklin from his writings?

In what sense are the reasons justifying the American Revolution based on a religious "faith?"

In the universe of Hamlet, what constitutes a justified revenge and when is revenge not justified?

Into what roles does this play cast women?

What are the freedoms and limits to being true to yourself as an exclusive individual?

What makes a person unconditionally trustworthy?

How do understanding and reason affect action in the play?

What do we learn about "faith," and what effect does it have on the characters in the play?

What criteria must you develop in order to distinguish between the antagonist and the protagonist in the play?

N.B.  This line of inquiry helps explain the inclusion of Hamlet into the 11th grade curriculum, which is based very intentionally on American literature.  Hamlet is one of those rare fictional characters who is able to act, eventually, according to the cherished principles of the Age of Reason.  In this way, he can be viewed as a model for the modes of action and philosophy which the Founding Fathers embraced during their well reasoned acts of civil disobedience against the British crown

How does the structure of a poem help convey its meaning?

How does the development of symbols, similes, and metaphors help us understand the theme of a poem?

How is the transcendental sense of "faith" different from the "faith" that we have found in earlier works?

How is anti transcendentalism fundamentally similar to transcendentalism?

What fundamental distinction about faith do the two schools of transcendentalism make?

What aspects of freedom (a theme) make civil disobedience absolutely necessary to both Douglass and to Dr. King?

Based on the readings, how would Douglass' and King's definition of injustice compare and differ?

What new values do the characters hold dear?

In a Romantic sense, what gives life beauty and value to the characters and to the stories?

What comparative values do the stories attribute to the human faculties of reason, faith, emotion and physical strength?

What are the various ways that the theme of faith is visited in Huck Finn?

What does it mean to think uncritically in this novel?  What about critically?

How do the characters become the stuff of social satire?

What is the author's stance toward his characters?

How can we infer this stance from the details of the text?          

How does one detect satire in fiction?

What themes are highlighted by this story, its satirical voice, and its characters?

How can you tell if a book is racist (prejudiced in some way)?

How can you distinguish between protagonist and antagonist?

How is it that Twain can be labeled a "realistic" writer?

The historical background of your issue.  Whence can it be traced?

Is the problem specific to a particular group historical period, or place?

What agencies are currently working on the issue (pro and con)?

Who is served or damaged by the possible outcomes that we might arrive at relative to the problem?

What values (pro and con) are at odds over the issue? 

Are there clear limits associated with the issue beyond which we simply cannot trespass?

Which values seem to be most responsible as you consider solutions? 

How do you go about defining this responsibility?

What solutions are already in place or being tested?

How might a responsible citizen act in the face of this issue?

What qualities make Gatsby great?

Which qualities make Gatsby not so great (tragic)?

What role do the characters assign to "faith?"

On what details and images does Fitzgerald linger?

What mood do these lingerings evoke in this novel? 

 

CRITICAL TERMS:

imagery, aphorism, rhetorical question, allusion, parallelism,ad populum, post hoc ergo propter hoc, ad hominem, ad misericordium, ad ignorantium, characterization, conflict, climax, resolution, simile, metaphor, soliloquy, monologue, aside, dramatic irony, irony, foreshadowing, synecdoche, revenge play, paragraph structure, topic sentence, transitions, explication, evaluation, alliteration, assonance, meter, structure, thesis, antithesis, rhetorical cross hairs, paradox, hyperbole, close readings, evaluation, explication, imagery, persona, lyric poetry, satire, social satire,  strawman, ad populum, ad hominum, ad vericundium, symbol

 

GRAMMAR:  parts of speech, the sentence, fragments, phrases, clauses, parallelism

Grammar Smart by The Princeton Review

 

VOCABULARY

drawn from the literary texts

 

WRITING:

Short essay:  delineation of style and purpose in 18th century writings

Evaluation of a theme (choice of 4) in the play Hamlet

Essays on discussion questions

Essay:  close reading of a lyric poem by Dickinson, the relationship between image, mood and theme

Essay:  the many manifestations of satire

Essay (and Oral): based on the independent research.  This paper is designed to explore and define a thesis and an antithesis of the central issue which the student draws from the contemporary culture.

 

RHETORICAL MODES: 

cause and effect 

classification

comparison and contrast

delineation

deductive reasoning, example, conclusion

thesis/antithesis, delineation, proof by example

 

CRITICAL SKILLS:            

an introduction to the levels of moral responsibility

memorization of two passages

oral skills:  a dramatic reading from the play Hamlet

inferring theme, mood, and literary device from specific events

research:  Use the resources of the library and the internet to explore a contemporary issue. 

 

OTHER TOPICS

Students explore a basic model for critical thinking.  This is a method for keeping the complexities of the literal world, about which they are reading, distinct from the thematic implications of the reading about which they are thinking.

Students learn about six levels of moral responsibility and deduce exceptions to the rule.

Students will apply a variety of public speaking techniques.  These will include dramatic readings from Hamlet, oral presentations about the literature, and debates over a current political issue.

Students study SAT I and SAT II questions and test taking strategies.

 

 

11TH GRADE ENGLISH – ADVANCED PLACEMENT

Students in AP English 11 follow the same curriculum as those in standard English 11 with additional readings, a greater number of writing assignments, and more rigorous expectations for written work.

 

Additional readings include:

The Story of B

Creating a New Civilization, A & H Toffler      

            Rosencrantz and Guildenstern are Dead,  Thomas Stoppard

The Magical Christian

           

Students learn to adopt a variety of rhetorical forms to help them solve several writing tasks.  Among these are: comparison/ contrast, thesis/ antithesis, cause and effect, classification and division, and analogy.

 

The class undertakes a study of rhetoric and examines the sundry forms that the essay can assume in preparation for the AP exam.  Texts like Current Issues and Enduring Questions will accompany this study.

 

The AP Exam in Language and Composition is a 3 hour exam taken in the second week of May.  The exam consists of a one hour of reading comprehension section which tests the students' capacity to understand the uses of rhetoric to achieve mood, tone, theme and thesis.  During the other two hours of the exam, students compose three essays of forty minute durations.

 

 

ENGLISH ELECTIVES AVAILABLE TO 10TH-12TH GRADERS:

 

SHAKESPEARE ELECTIVE

This course will look at the life, times, and literature of William Shakespeare.  In addition to our examination of the literary and thematic content of plays and sonnets, we will also explore a number of ways Shakespeare's plays have been adapted to the contemporary scene.  Our survey of his drama will include one comedy, one tragedy, and one history.  The plays will provide surprising variations on the themes of manhood, womanhood, freedom, virtue, royalty, war, love, and cynicism.

Reading:

Macbeth, The Merchant of Venice, The Taming of the Shrew, Troilus and Cressida, and Selected Sonnets

 

Language devices:

Oxymorons, Types of Irony, Genre study, Scansion

 

Writing :

Sonnets

Some research on the Elizabethan Period

Expository writing to include

                                    Comparisons

                                    Character study

                                    Plot analysis

Project on relevancy of Shakespeare to our times.

 

 

POETRY ELECTIVE

The design of poetry has changed over the centuries more radically than any other written genre.  This course will examine the roots of these designs in the past as well as their sundry manifestations in the present.  Students will be asked to complete a selection of independent projects including the presentation to the class of a contemporary writer, the production of their own poetry, and the explication of an established poet's works.  

Reading:

Introduction to poetry

The Top 500 poems

Poetry 180

 

Poetic devices:

                        Sound and image devices

                        Rhythmic devices

                        Shape

                        Rhyme scheme

                        Scansion

 

Writing:

                        Poetry

                        Expository essays

                        Comparative analysis

Two major projects and one public presentation

                                    Study of an established poet

                                    Study of an unestablished poet

                                    Presentation of our own works

 

 

CREATIVE WRITING ELECTIVE

In this semester-long workshop, primarily devoted to student writing, participants will produce, read, discuss, and revise stories and poems.  Students will strive for high productivity as well as explore various points-of-view, structures and elements of style.  Instruction in creative writing will be augmented by readings of essays on the craft of writing, short stories, and poems by modern and contemporary authors. 

 

Reading:

Selected essays

Selected short stories

Selected poems

 

Writing:

Students write everyday.

The semester culminates with two short fiction works (including one realistic fiction piece) and assorted poems.  Final written work must meet publication standards for submission into a Wooster School publication.

 

 

 

THE LITERATURE OF WAR

War, as old as humankind, calls forth some of our greatest virtues - courage, loyalty, mercy, humility.  It also reveals our capacity for cruelty, vindictiveness, and brutality.  Since the beginnings of western literature, war has been richly represented.  After reading selected classical and modern literature, each student will use both print and electronic resources to research and plan an individual course of reading and viewing that will reflect her/his particular historical and literary interests.  Class work will consist of student presentations based on individual reading/viewing and discussions led by students.  Throughout the course, attention will be paid to the representations, verbal and visual, of the wars, large and small, currently destroying the peace of the world.

 

 

 

LITERATURE OF THE SPIRIT  

Frederick Buechner has said that "The word spirit has come to mean something pale and shapeless like an unmade bed.” James Baldwin wrote, "It is one of the greatest impulses of mankind to arrive at something higher than a natural state." Perhaps spirit is in T. S. Eliot's "still point in the turning world" or in the formula spirit = breath = life.  This course will explore the representation of spirit within the Western tradition with an emphasis on modern and contemporary literature and film.  It will test the idea that spirit rightly understood is "a release from the isolation of egotism, a passion for justice and an invincible conviction that hope and joy can be at home in this universe," and it will examine the oxymoron "evil spirit.”

 

 

 

History

UNITED STATES HISTORY

GOALS

The course, required of all juniors, is devoted to exploring various problems and themes in the broad historical development of the United States.  The basic format of the course is a chronological survey concentrating on the development of the United States as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized.  Much of the reading is from a detailed narrative text, supplemented with primary sources and historical monographs.  Students are asked to produce a term paper that requires interpretation of some controversial historical issues.

 

TOPICS

Colonial America and the American Revolution

Forming the colonies into a nation

The United States Constitution

Emergence of political parties

Jeffersonian America

The War of 1812

Jacksonian America

Westward expansion

Causes of the Civil War

Civil War and Reconstruction

Antebellum America and the Rise of Imperialism

The Progressive Movement

World War I

Great Depression

The New Deal and Franklin Roosevelt

World War II

Emergence of the Cold War and the Korean War

Vietnam War

Impeachment

 

 

 

ADVANCED PLACEMENT UNITED STATES HISTORY

GOALS

The basic format of the course is a chronological survey concentrating on the development of the United States as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized.  In addition, students in this three semester course will prepare to take the Advanced Placement United States History Test.  Students who opt for this course must commit to it for the second semester of the junior year and the entirety of the senior year and will be required to take the AP test.

 

 SKILLS

    Students:

are asked to read and prepare notes from their textbook.  These assignments ensure that they are covering material on their own, train them to find the salient points and write concisely, and, if done properly, provide revision notes for the course.

are regularly assigned classroom essays.  The purpose of these is to train students to build written arguments supported by factual material, and to present them in an organized, clear fashion.

during class, are encouraged to view historical events from different perspectives, and to recognize that it is not always possible to determine what the "right" course of action would be.

evaluate primary and secondary sources to help them read critically and recognize both bias and motive, and also serves to stimulate discussion about the creation and "truth" of history.

 

TOPICS

 

European exploration and colonization (15th and 16th centuries)

Interaction of Native American and European settlers

Development of American colonial government

Causes and consequences of slavery

The Revolutionary War

Creation of the U.S. Constitution

The Bill of Rights

Development of Political Parties

Westward Expansion

The Mexican-American War

Antebellum sectionalism and polarization

The Civil War

Reconstruction

Industrialization and the Rise of Big Business

Federal Indian Policy of the late 19th Century

Spanish-American War

The Progressive Movement

World War One

Social and Cultural movements of the 1920's

The Great Depression

The New Deal

World War Two

Korea and the Cold War

The Civil Rights Movement

Vietnam and the 1960's

Immigration and migration patterns in the contemporary U.S.

                 The influence of religion on U.S. history

 

 

Foreign Language

Coursework generally includes Spanish III, Spanish IV Honors, French III, or French IV Honors.

 

FRENCH III

This intermediate French course concludes Wooster School's graduation requirement of three years of a modern language in the Upper School. The class continues to build upon the material and goals presented at the beginning levels of language learning.

The French III course is conducted primarily in French, which continues to emphasize the importance of French as a means of communication.  Active class participation is an expectation from all students.  By the end of the course students are exposed to French literature and French film. Students do several class presentations in French including one on French films and one on French provinces.

 

GOALS

To continue to develop the basic language skills of reading, speaking, listening, and writing

To encourage more extensive writing

To use more complex vocabulary and grammatical structures in written and spoken French

To recognize and understand the meaning of unknown words through context clues and cognates

To improve basic pronunciation and intonation skills

To develop an appreciation for culture of France and other French-speaking countries

To develop a sense of confidence in speaking French and to take risks with the language

To begin to think in French, rather than English

COURSE MATERIALS

Allez, viens! - level 3 series

             Student text

             Practice and Activity Workbook

             Vocabulary and Grammar Workbook

In class use of audio CD's, video segments

French in Action video program (episodes 26-40)

"La Parure" by Guy de Maupassant

Films:  Cyrano de Bergerac, Les Miserables

TOPICS

            Conversation

Renewing old acquaintances 

Exchanging information

Expressing indecision

Making recommendations

Ordering and asking for details

Asking for and giving directions

Expressing impatience

Reassuring someone

Expressing enthusiasm and boredom

Favorite comic book characters

Making, accepting, and refusing suggestions

Asking for, granting, and refusing permission

Expressing obligation

Forbidding

Reproaching

Justifying your actions and rejecting other's excuses

Complaining

Pointing out and identifying people and things

Paying and responding to compliments

Asking about and expressing intentions

Expressing conditions and possibilities

Asking about future plans

Expressing wishes and indecision

Requesting information

Writing a formal letter

Giving advice

Making a telephone call

Expressing likes and preferences

Making and accepting apologies

Showing and responding to hospitality

Quarreling

Expressing thanks

Making suppositions

Expressing doubt and certainty

Expressing astonishment

Cautioning someone

Expressing fear

Expressing relief

Asking someone to convey good wishes

Closing a letter

Expressing hopes and wishes

Expressing annoyance

Making comparisons

Agreeing and disagreeing

Expressing indifference

Making requests

Asking for and making judgments

Asking for and making recommendations

Asking about and summarizing a story

Favorite types of movies

Expressing opinions

Summarizing a story

Relating a series of events

            Mechanics and Usage

Definite, indefinite, and partitive articles

Question formation

The future with aller

Ne …pas + infinitive

Negative expressions

Question formation with inversion

Using the subjunctive

Si clauses

Intonation

The expression ne…que

            Vocabulary

French menu

Sports and activities

Food vocabulary

At the gas station

Adjectives

Household chores

Personal responsibilities

Social responsibilities

Chores

Describing clothing and hairstyles

Fashion and personal style

Clothing vocabulary

Adjectives referring to clothing

Family vocabulary

Future choices and plans

Careers

Planning for a career

Types of job training

Family relationships

Packing for a safari

Travel items

City life

Describing a place

Types of movies

Types of films

            Grammar

The imperative

Pronouns and their placement

The interrogative and demonstrative pronouns

The conditional

Irregular subjunctive forms

The comparative

Adjective agreement

The relative pronouns qui, que, and dont

Relative pronouns

            Verbs

The passé composé

The imparfait

The verb conduire

The subjunctive

The verb devoir

The causative faire

The future

Reciprocal verbs

The past infinitive

Reflexive verbs

            Culture

Traditional regional clothing

Regional specialties

Regional foods

Languages in Belgium

Overview of Belgium

Swiss work ethic

Switzerland's neutrality

Overview of Switzerland

Environmental issues

La minuterie

Clothing and styles

French clothing stores

French sense of fashion

Careers and education in Senegal

Overview of Senegal

Bargaining in North Africa

Values of francophone teenagers

Overview of Morocco

Hospitality in Morocco

La République Centrafricaine

Rainforest and savannah

African animals

The Central African Republic

Stereotypical impressions of francophone regions

La Tunisie

Traditional life

Tunisia

Traditional and modern life and dress in Tunisia

Carthage

Modernization in francophone countries

Le Canada

Television programming

Multilingual broadcasting in Canada

Overview of Montreal

The Canadian film industry

 

 

SPANISH III

This intermediate Spanish course concludes Wooster's graduation requirement of three years of a modern language in the Upper School.  The class continues to build upon the material and goals presented at the beginning levels of language learning.

Spanish III is conducted primarily in Spanish, which emphasizes the use of Spanish as a means of communication.  The course demands frequent and active participation from students.  There are many opportunities to speak Spanish in a variety of contexts.

 

GOALS

To improve the students ability to speak the language

To communicate ideas effectively in Spanish

To improve the understanding of oral and written Spanish

To foster writing proficiency through directed and creative writing

"To use new vocabulary and grammatical structures in written and spoken Spanish

To recognize and understand the meaning of unknown words through context clues and cognates

To develop a sense of confidence in speaking Spanish and to take risks with the language

To improve basic pronunciation and intonation skills

To understand and develop an appreciation for Spanish and Latin American culture

To begin to think in Spanish, rather than English

To follow a storyline in Spanish (Destinos series) and to be able to discuss and analyze the story

COURSE MATERIALS

¡Ven conmigo! - level 3 series

             Student text

             Practice and Activity Workbook

             Vocabulary and grammar workbook

In class use of audio CD's, video segments

Destinos video series (episodes 19-36)

Films:  Don Quijote, Romero, El Norte (varies from year to year)

TOPICS

Conversation

Expressing interest, indifference, and displeasure 

Asking for information

Describing yourself and others

Asking for and giving advice

Talking about taking care of yourself

Talking about what has happened

Expressing and supporting a point of view

Using conversational fillers

Talking about future events

Talking about responsibilities

Talking about how food tastes

Talking about unintentional events

Asking for help and requesting favors

Ordering a meal

Giving explanations

Supporting opinions

Expressing qualified agreement and disagreement

Reporting what others say and think

Talking about hopes and wishes

Introducing and changing a topic of conversation

Expressing what needs to be done

Expressing an opinion

Making suggestions and recommendations

Turning down an invitation

Expressing happiness and unhappiness

Comforting someone

Making an apology

Describing an ideal relationship

Expressing doubt and disbelief

Expressing certainty

Talking about possibility and impossibility

Expressing surprise

Talking about your emotional reaction to something

Expressing disagreement

Expressing an assumption

Making hypothetical statements

Talking about accomplishments

Talking about future plans

Expressing cause and effect

Expressing intention and purpose

Grammar

Stem-changing verbs in the present tense

The present tense

The preterit

y and o before vowels 

Adjectives

saber vs. conocer

Informal commands

Irregular informal commands

Reflexive verbs

The imperfect

Preterit vs. imperfect

The present perfect

lo que

The future tense

Object pronouns

todavía, ya, alguna vez

Affirmatives and negatives

Comparisons of equality and inequality

vamos a + infinitive

se with unintentional events

por and para

Commands

Pronouns with commands

The suffix -ísimo

Double object pronouns

Impersonal se

The subjunctive to express hopes and wishes

Subjunctive of ir, ser, dar, estar

Verbs followed by an infinitive

Gender of some words ending in -a and -o

The subjunctive after expressions of need

The subjunctive mood with recommendations

Nosotros commands

The use of the infinitive vs. the subjunctive

Formation of the subjunctive

dar, estar, ir, and ser in the present subjunctive

Comparisons

The subjunctive with expressions of feelings

Reflexive verbs for reciprocal actions

The present perfect subjunctive

The subjunctive with the unknown or nonexistent

The present subjunctive of saber

The use of vos

The use of the infinitive vs. the subjunctive

Irregular subjunctive

Past participle form

Affirmative and negative words

Subjunctive forms

The subjunctive after expressions of doubt and disbelief

por in fixed expressions

The subjunctive after impersonal expressions

Uses of se

More on preterit vs. imperfect

The preterit of estar, ponerse, querer, saber and sentirse

The subjunctive with expressions of denial and disagreement

The conditional

The subjunctive

The subjunctive with certain conjunctions

Verbs after prepositions

The subjunctive with para que

The present perfect

Reflexive pronouns

Vocabulary

Question words

Names of sports

Names of hobbies

Words and expressions to describe people

Expressions to tell how you are feeling today

Words and expressions to talk about stress

Expressions to talk about how to relieve stress

Words and expressions related to technology

Words and expressions to talk about changes in the city

Things that may protect the environment

Salads, meat, seafood, fruit, and desserts

Food stores

Repair shops

Words and expressions to talk about war and peace

Words related to the arts

Words and expressions to describe works of art

Words and expressions to talk about friendship

Things that friends might do

Words to talk about television

Words and expressions to talk about information

Sections of a newspaper

Words to describe people's behavior

Words and expressions to talk about prejudice and stereotypes

Words and expressions to talk about achievements and future plans

Words and expressions to talk about your background and ambitions

Culture

Vacation activities of students

Seafood in Spain

             Regional languages of Spain

Work schedules in Spain

Health habits of people in Spain and Latin America

Today's technology in the Spanish-speaking world

The role of oil in the Venezuelan economy

The benefits of technology for Venezuela

The sobremesa

Getting assistance from emergency service personnel

Foods of Venezuela

Favorite foods of typical students from Miami, Quito, and Caracas

la "leyenda negra"

Aztec pictographs

The legends "La Llorona"  and "La carreta sin bueyes"

The legend of Quetzalcóatl

The legend "El Quetzal"

The murals of Orozco

Murals in Mexico

Musical instruments

Mexican pop music star Luis Miguel

Life and works of Frida Kahlo

Cafés

The Organization of American States

The popularity of movies

The popularity of soccer

How Spanish -speaking teenagers solve interpersonal problems

The use of the Internet in Argentina

How commercials affect our attitudes and behavior

Newsstands in Buenos Aires

Hispanics in the United States

Impressions Spanish-speaking people have of the United States

Spanish language media in New York

Hispanics in New York City

How Spanish-speaking students view themselves

 

 

FRENCH IV HONORS

This honors level course builds upon the skills and knowledge acquired by the students during the three years of required language study in the Upper School.

French IV is conducted almost exclusively in French.  Students' willingness to participate in class discussions is crucial to their success in this course.

 

GOALS

To continue to build upon a strong vocabulary and grammatical base

To improve students' communicative skills

To encourage students' daily participation in class discussions

To further develop writing proficiency by means of directed exercises, essays on a                   variety of topics, and a weekly journal

To learn to read new texts more globally and understand new vocabulary through context and cognates

To improve pronunciation skills

To further develop listening comprehension skills

To have students become more confident and aware of their ability to communicate in French, orally or in written form

To continue to expose students to French culture and to the French speaking world

To develop in students an appreciation and understanding of French literature through reading and discussion of short stories, novels or plays and magazine or newspaper articles

To enable students to present a subject of their own choosing with an oral class presentation followed by a question and answer session from their classmates, and with a 2 page minimum essay on the same topic

COURSE MATERIALS

Trésors du temps, student text and workbook

Le Petit Prince (Antoine de Saint-Exupéry)

Excerpts from Les Lettres de mon moulin (Alphonse Daudet) assigned as summer reading

French in Action video program (episodes 39-52)

Films:  Ponette, Le Petit Prince, Jean de Florette, Manon des sources

Documentaries on Versailles, Paris, Les Châteaux de la Loire, Mont St. Michel

TOPICS

Grammar

Review fundamental verbs such as être, aller, avoir, faire

Present indicative  with depuis, il y a, voilà

Pendant with expressions of time

Present and imperative of verbs of regular verbs in -er, -ir, -re, -oir

Verbs with spelling changes

Consecutive verbs with or without preposition

Position of adverbs

Usage of on

Past tenses of the three verb groups

Conjugation and uses of the imparfait and passé composé

The pluperfect

The passé simple

Verbs conjugated with être or avoir

Agreement of the past participle

Position of adverbs with compound tenses

Direct and indirect object pronouns

Accentuated pronouns

Verbs of communication

Imperative with object pronouns

Conjugation, usage, and meaning of various tenses of the verb devoir

Forms and uses of the future and conditional

The formation and uses of the present and past subjunctive

Formation and usage of reflexive verbs

Reciprocal verbs

Past participle agreement

Causative faire

Qualifying adjectives

Negations

Present participle and gerund

Pronouns: possessive, relative, interrogative, demonstrative

Verbs of communication and expression

Indirect discourse

Culture, Literature, and History

Prehistoric art

Les monuments mégalithiques de Bretagne (Carnac)

Salient facts of the history of France from 500 B.C. to 496 A.D.

Legends of the period

French geography and history from pre-historic times

The transition from the French provinces to today's departments

Cave art

De bello gallico (Jules César)

Le Vase de Soissons (Grégoire de Tours)

Les Gallo-Romains

The Druids

Astérix

Early medieval literature

Medieval art and ideas

Salient facts of French history from 50 to 1066 A.D.

La Chanson de Roland

Tristan et Yseut

L'art autour de l'an 1000

The Bayeux Tapistry

Religious art

The goals and consequences of the Crusades

The construction of the first cathedrals

The Hundred Years War

Medieval literature

La Farce de Maître Pathelin

La Ballade des Pendus (François Villon)

Medieval and religious art

Gothic and romanesque cathedrals

Stained glass windows

La France en transformation : Les Grandes Découvertes du XVe siècle

The Great Discoveries (compass, printing press)

The Renaissance

The Reformation and its consequences

The reign of King Henri IV

Art and the Loire Valley castles

Excerpt from Pantagruel and Jehan le Fou (François Rabelais)

Essay, "Contre le colonialisme" (Michel de Montaigne)

"Ode à Cassandre" (Pierre de Ronsard)

The Art of the Renaissance

The Castles of the Loire Valley

Le Grand Siècle ou l'Age classique

Richelieu and his legacy

Louis XIV

The Palace of Versailles

The Salons

"Le XVIIe Siècle"

Theater of the 17th century, excerpt from Act II of L'Ecole des Femmes (Molière)

Lettre à sa fille sur la mort de Vatel (Madame de Sévigné)

The architecture and painting of the 17th century

The furniture and décor of Versailles

Le dix-huitième siècle

The Regency of Louis XV

The System of Law

The reign of Louis XV

The Age of Enlightenment

"Le XVIIIe siècle"

Excerpt from Candide (Voltaire)

Excerpt from Les  Confessions (Jean-Jacques Rousseau)

The architecture and painting of the 18th century

The furniture and décor of Le Palais de Versailles

Louis XVI & Marie-Antoinette

France & America (War of Independence)

The General Estates

The taking of the Bastille

Excerpt from Voyages en France (Arthur Young)

Excerpt from Souvenirs (Mme Vigée-Lebrun)

La prise de la Bastille (Louis Deflue)

Art at the end of the Old Regime

Jacques-Louis David

Le Trianon

Art and revolutionary propaganda

The Great Fear

The abolition of privilege

The Constitution and the constitutional monarchy

War with Austria

The Terror

What was brought by the Revolution

Les dernières heures de Louis XVI (Jean-Baptiste Cléry)

Art during the revolutionary period

L'Arbre de la liberté

The Revolutionaries and Ancient Rome

Napoléon et le début du XIXe siècle

Napoléon I, emperor

Napoléon as an administrator

Napoleonic Wars

Louis XVIII

The exile of Napoléon

Excerpt from Le Retour de Russie (Victor Hugo)

Excerpt from Les Mémoires d'outre-tombe (Chateaubriand)

"Le Lac" (Lamartine )

Art during Napoleon reign

Painting (David and Gros)

Furnishings: the Empire style

 

 

SPANISH IV HONORS

This honors level course depends on the skills and knowledge acquired by the students during the first three years of required language study in the Upper School.  Students are expected to build upon their strong vocabulary, grammatical and communicative skills.  Students are to develop greater self-confidence in expressing themselves orally.  Students participate in class discussions based on the readings of authentic Spanish literature in the form of short stories, plays and poems.  Writing skills are further developed as students express their ideas through creative essays and in their journals. The geography and history of several Spanish speaking countries are explored in this course.  Spanish IV Honors is conducted exclusively in Spanish and students are expected to speak Spanish at all times.   Students' participation is crucial to their success in this course.

 

GOALS

To continue to build upon a strong vocabulary and grammatical base

To enhance students' communicative skills

To further develop writing proficiency by means of directed exercises, essays on a variety of topics, and a weekly journal

To learn to read new texts and understand new vocabulary through context and cognates

To improve pronunciation skills

To further develop listening comprehension skills and ability

To have students become confident and aware of their ability to communicate in Spanish

To continue to expose students to Spanish culture and to the Spanish speaking world

To develop in students an appreciation and understanding of authentic Spanish literature through reading and discussion of authentic short stories, excerpts from novels or plays, and poetry

COURSE MATERIALS

Nuevas Vistas, curso uno

                        Student text and workbook, audio compact discs, and video program

Destinos video series (episodes 37-52)

Supplemental: Short stories from Album, an intermediate reader with authentic literary works.

Printed lessons, practice exercises, tests and quizzes from the website Learn Spanish (www.studyspanish.com)

Summer Reading - Historias de la Artámila (short stories), Ana María Matute

TOPICS

Readings

"Mis primeros versos" (autobiographical episode), Rubén Darío

"Primero de sucundaria" (autobiographical episode), Gary Soto

"Un cuentecillo triste" (story), Gabriel García Márquez

"La guerra de los yacarés" (story), Horacio Quiroga

de Platero y yo (prose poem), Juan Ramón Jiménez’

"Posada de las Tres Cuerdas" (folk tale), Ana María Shua

"La puerta del infierno" (legend), Antonio Landauro

"Mañana de sol" (play), Serafín y Joaquín Álvarez Quintero

de Paula (novel), Isabel Allende

de Versos sencillos (poem), José Martí

"La tortuga" (poem), Pablo Neruda

"El forastero gentil" (story), Sabine R. Ulibarrí

de "Valle del fuego" (essay), Alejandro Balaguer

de "Aydin" (story), Jordi Sierra i Fabra

"Romance sonámbulo" (poem), Federico García Lorca

Conversation

Expressing emotions

Talking about cause and effect

A past experience

Making a description

Making comparisons and contrasts

Talkng about what one should do

Presenting ideas and making connections

Expressing certainty and doubt

Talking about past evens

Asking for and clarifying an opinion

Talking about hypothetical situations

Expressing similarities and differences

Grammar

Nouns

Definite and indefinite articles

Adjectives

Accents (diacritical marks)

Narration (autobiographical episode)

Present tense

Preterit

Imperfect

Accents:  the division of syllables

Present subjunctive

The subjunctive in nominal clauses

The subjunctive in adverbial clauses

Accents:  the tonic accent

Imperfect subjunctive

Conditional

Future

Accents:  syllables and accent placement

The infinitive

The gerund

Prepositions

Accents:  dipthongs

Culture

Nicaragua:  history and politics

Uruguay:  history, Society of Uruguay

Argentina: European influence

Spain:  Arab influences and politics

Present perfect indicative

Present perfect subjunctive

Pluperfect indicative

Pluperfect subjunctive

The sequence of tenses

Accents:  palabras agudas

Chile:  history and politics

Talking about poems

Presenting and supporting an opinion

Talking about someone in the past

Peru:  history and politics

 

 

Math

Coursework generally includes Geometry, Honors Pre-Calculus, or AB Calculus A.P.

 

GEOMETRY

SKILLS TO BE MASTERED

Algebra

            Solving absolute value equations and inequalities

            Clearing fractions

            Slope of a line

            Writing equations of lines

            Solving systems by addition and elimination

                        Compound inequalities

            Function notation

            Quadratic formula

            Solving absolute value equations

            Right triangle trig

            Distance and midpoint formulas

Graphing

            Linear equations

            Solving systems by graphing

            Systems of linear inequalities

Problem Solving

            Word problems requiring a system of linear equations

Connections

            Relationships between graphs, tables and functions

 

SKILLS PRACTICED

Reasoning & Proof

            Justification of steps using number properties

            Basic theorems and definitions

Algebra

            Simplifying radical expressions

            Solving oblique triangles

            Circle Trigonometry, including finding exact values

Graphing

            Quadratic functions

            Basic trig functions

Calculator

            Graphing functions

            Curve fitting

            Solving

 

HONORS PRECALCULUS

SKILLS MASTERED            

Numbers

                        Definition of imaginary and complex numbers

            Complex number arithmetic

Algebra

            Direct, inverse, joint, and combined variation

            Definition of log and exponential functions

            Solving log and exponential equations

            Definitions of 6 trig functions

            Circle trig

            Radian measure

            Systems of non-linear equations

            Trigonometric identities

            Solving trig equations

            Inverse trig functions

Problem Solving

            Linear modeling

            Exponential Modeling

            Trigonometric modeling

Graphing

            Transformations

            Log and exponential functions

            Rational functions

            Polynomial functions

            Trig functions

Geometry

            Solving non-right triangles

Connections

            Connections between algebra and geometry

Calculator

            Solver

            Generating tables         

 

SKILLS PRACTICED

Algebra

            Definition of sequence and series

            Sigma notation

            Limits

            Definition of continuity

            Definition of derivative at a point

            Average vs. instantaneous rate of change

            Parametric equations

            Polar functions

            Partial fraction decomposition

In some years...

Algebra - Vectors

Graphing - Polar graphs           

 

SKILLS INTRODUCED

Algebra

            Matrices

 

 

AB CALCULUS A.P.

SKILLS MASTERED

Numbers

            Estimating limits from tables

            Describing asymptotic behavior in terms of limits involving infinity

            Approximate rate of change from tables

            Computation of integrals using Riemann sums, Trapezoidal Rule, and Simpson's Rule.

            Finding the value of a derivative at a point

            Use a local linearization of a curve to approximate a value

Algebra

            Calculating limits using algebra

            Understanding continuity in terms of limits

            Fundamental Theorem of Calculus

            Derivative defined as the limits of the difference quotient

            Finding derivatives and antiderivatives, including implicit differentiation

Graphing

            Estimating limits from graphs

            Understanding asymptotes in terms of graphical behavior

Geometric understanding of graphs of continuous functions (Intermediate Value Theorem and Extreme Value Theorem)

            Understanding of relationship between behaviors of f ,  its inverse and  its derivative.

            Understanding of the Mean Value Theorem and the its consequences

            Slope fields

Reasoning

            Understanding derivative as rate of change and integral as accumulated rate of change

            Comparing relative magnitudes of functions and their rates of change

            Relationship between differentiability and continuity

Problem Solving

Applications of derivatives, including graphing, related rates, max/min, velocity, speed and acceleration

Applications of integrals, including area under a curve, area between two curves, volumes of solids of revolution (shell, washer, disk and known cross sections, average value

 

SKILLS PRACTICED

Algebra

            Separable differential equations

                        Derivatives and integrals of parametric equations

 

 

Science

Coursework generally includes Chemistry or Honors Chemistry, Advanced Physics, AP Biology, AP Chemistry, Psychology, Introduction to Engineering, Physics of Sports, Electricity, Chemistry and Society, Marine Biology, or Ecology. Note not all courses are offered every year.

 

CHEMISTRY

This course in open to juniors and seniors and is useful for students who are not planning to major in science but have an interest in learning more about the natural world. 

 

TOPICS

Scientific Measurements

Uncertainty in measurements

Significant digits: rounding off non-significant digits. Adding and subtracting measurements.

Multiplying and dividing measurements

Exponential numbers: scientific notation

Unit equations and unit factors: unit analysis problem solving

Percent Error

The Metric System

Basic units and symbols

Metric conversion factors: metric to metric conversions.

Volume determination: by calculation, displacement, and measurement

Density

Temperature

Matter and Energy

Physical states of matter

Elements, compounds, and mixtures

Names and symbols for elements

Metals, nonmetals, and metalloids

Compounds and chemical formulas

Physical and chemical properties

Physical and chemical changes 

Models of the Atom

Dalton's atomic model

Thomson's atomic model: cathode ray tube experiments

Rutherford's atomic model: gold foil experiment

Atomic notation: atomic mass, atomic number, numbers of electrons, protons, and neutrons and isotopes

The Periodic Table      

Classification of the elements

Periodic Law: repetition of properties

Families and Groups

Periodic Trends: ionization energy, atomic radius, ionic radius, metallic properties

Ionic charges

Valence electrons

Language of Chemistry

Monatomic ions

Polyatomic ions

Writing chemical formulas

Naming compounds

Acids

Chemical Reactions

Evidence for chemical reactions: gas, precipitate, color change

Writing chemical equations

Balancing chemical equations

Classifying chemical reactions: single replacement - activity series. Synthesis. Decomposition. Double replacement - Solubility rules. Combustion. Neutralization.

The Mole

Avogadro's number

Molar Mass

Molar volume of a gas (at STP)

Percent composition

Empirical formula - From percent composition

Molecular formula - From percent composition and actual mass

Stoichiometry

Interpreting a chemical equation: by volume of gases. Conservation of mass.

Mole-mole relationships

Mass-mass relationships

Mass-volume relationships

Volume-volume relationships

Percent yield

Gases

Properties of gases

Atmospheric pressure: variables affecting gas pressure

Boyle's Law

Charles' Law

Gay-Lussac's Law

Combined Gas Law

Dalton's Law

Ideal Gas Law

Solutions

Gases in solution. Liquids in solution. Solids in solution.

Dissolving: polarity of water, ion dissociation, solubility of substances

Rate of dissolving

Solubility and temperature

Saturated, unsaturated, supersaturated

Solution concentration: molarity, mass percent, molality, dilution of a solution

Solution stoichiometry

Acids and Bases

Properties of acids and bases: Arrhenius acids and bases, Brønsted-Lowry acids and bases

Indicators, pH, electrolytes

Organic Chemistry

Hydrocarbons: alkanes, alkenes, alkynes

Functional groups: amines, alcohols, ethers, aldehydes, ketones, carboxylic acids

 

 

HONORS CHEMISTRY

Chemistry is the study of the behavior of matter and the principles which govern that behavior.  This course places strong emphasis on the demonstration of the principles of chemistry through the extensive performance of laboratory exercises and the mathematical manipulations involved in the experiments.

 

TOPICS

Scientific Method

Laboratory techniques

Pipetting

Measuring mass, volume

Filtration techniques

Bunsen burner operation

Forming and testing hypotheses

Data Analysis

SI units: Unit conversions - dimensional analysis. Within SI system/between SI and English systems.

Representing Data: creating and interpreting graphs, calculation of percent error and percent yield.

Scientific Notation

Significant Figures

Accuracy and precision

Relevant and irrelevant data

Matter - Properties and Changes

Properties of Matter: identify the characteristics of a substance, physical and chemical properties, differentiate between the physical states of matter

Changes in Matter: physical and chemical changes, applications of the law of conservation of mass to chemical reactions

Mixtures of Matter: contrast mixtures and substances, classify mixtures as homogeneous or heterogeneous, techniques for separating mixtures (distillation, chromatography, etc.)

Elements and Compounds: distinction between atoms and molecules, distinction between elements and compounds, diatomic gases, law of definite proportions, law of multiple proportions

The Structure of the Atom

Early theories of matter

Democritus

Aristotle's ideas of the atom

Dalton's atomic theory

J.J. Thomson - Cathode ray tube experiments, discovery of the electron

Rutherford: gold foil experiment, radiation, discovery of the proton, and the nucleus

Rutherford and Chadwick: discovery of the neutron, charge-to-mass ratio of the atom, relative mass of each subatomic particle

How atoms differ

Atomic mass, atomic number and relationship with numbers of each subatomic particle

Isotopes

Definition and calculation of atomic mass

Radioactive decay: a, ß particles, waves

Electrons in Atoms

Light and quantized energy: continuous electromagnetic spectra, atomic emission spectra, wave and particle models of light

Quantum Theory and the Atom: Bohr and quantum mechanical models of the atom, de Broglie's wave-particle duality, Heisenberg's uncertainty principle

Electron Configuration

            Orbitals and energy levels

            Pauli exclusion principle

            Aufbau principle

            Hund's rule      

            Orbital diagrams and electron configuration notation

            Valence and core electrons

            Octet rule

            Electron dot diagrams

The Periodic Table and Periodic Law

Development of the modern periodic table: Laviosier and Mendeleev

Classification of the elements:  families and periods

Allotropes

Organization of the table

Blocks of the periodic table and electron configuration

Periodic Trends: atomic radius, metallic characteristics, ionic radius, ionization energy, electronegativity

Ionic Compounds

Forming chemical bonds: relationship between chemical bonds and electron configuration

Formation of anions and cations

Formation and nature of ionic bonds: formation of ionic bonds, account for the physical properties of ionic compounds (crystal lattice, ionic size and melting/boiling point), energy involved in formation of ionic bonds

Names and formulas for ionic compounds: polyatomic ions, oxyanions, name and description

Metallic bonds and properties of metals: description of metallic bonds, physical properties that depend on metallic bonds, description of alloys, polarity of water

Chemical Reactions     

Reactions and equations: recognize evidence of a chemical change

Represent chemical reactions with equations. solid, liquid, gas, and aqueous phases

Classifying chemical reactions: single replacement, double replacement, synthesis, decomposition, combustion, neutralization

Reactions in aqueous solutions: complete and net ionic equations

Solubility of compounds

Prediction of whether reactions in aqueous solutions will produce a precipitate, water, or a gas

The Mole

Measuring matter

Description of the mole in chemistry

Conversion from moles to number of particles (or atoms), volume of a gas at STP, mass of a substance

Moles of compounds    

Recognize the mole relationships given by a chemical formula

Calculate the molar mass of a compound

Determine the number of atoms or ions in a mass of a compound

Empirical and molecular formulas

Percent composition of a compound

Determine the empirical and molecular formulas for a compound from mass percent and actual mass data

Formula for a hydrate: define hydrate. Determine the formula for a hydrate from data given. Correlation between hydrated compounds and empirical formula

Stoichiometry

Chemical reactions

Identify the quantitative relationships in a balanced chemical equation

Determine the mole ratios from a balanced reaction

Stoichiometric calculations

Balance reactions and determine how much product is formed, or how much reactant was used when given data

Limiting reactants

Identify the limiting reactant

Identify the excess reactant and calculate the amount remaining

Calculate the mass of a product produced

Percent yield

Calculate the theoretical yield of a chemical reaction from data

Determine the actual yield of a chemical reaction from data

Calculate the percent yield and percent error

States of Matter

Gases

Kinetic Molecular Theory

Diffusion and effusion of gases - Graham's Law

Measurement of gas and atmospheric pressure

Dalton's Law of Partial Pressures

Forces of Attraction: intermolecular and intramolecular forces

Liquids and Solids: application of Kinetic Molecular Theory to the behavior of liquids and solids. Viscosity, surface tension, and capillary action and relationship to intermolecular forces. Structures and properties of different types of solids

Phase Changes

Interpretation of a phase diagram

Addition and subtraction of energy and phase changes

Triple Point

Critical Point

Gases

The gas laws

Boyle's Law

Charles' Law

Gay-Lussac's Law

Combined gas law and Avogadro's Principle

             Relationship between volume, temperature, and pressure

             Relationship between numbers of particles and volumes

Ideal Gas Law 

Amount of gas present relative to its pressure, temperature, and volume

Compare properties of real and ideal gases

Gas stoichiometry

Determine volume ratios for gaseous reactants and products using stoichiometry

Calculate amounts of gaseous reactants and products in a chemical reaction using the gas laws.

Solutions

Characteristics of solutions: characteristics and types of solutions. Intermolecular forces in solutions. Solubility and the factors that affect it

Solution concentration: molarity, molality, percent by mass, percent by volume, Mole fraction

Colligative properties: electrolytic solutions. Boiling point elevation and freezing point depression calculations

Heterogeneous mixtures: suspensions and colloids

Energy and Chemical Change

Energy: potential and kinetic energies. Chemical potential energy and heat lost or gained in a chemical reaction. Calculate the amount of heat absorbed or released by a substance as its temperature changes.

Heat in chemical reactions and processes: calorimetry and measuring energy absorbed or released. Enthalpy and entropy changes in chemical reactions and processes.

Thermochemical equations: writing thermo-chemical equations for chemical reactions and other processes. Describe energy loss or gain during a change of state. Calculate heat absorbed or released in a chemical reaction.

Calculation of enthalpy change: Hess's Law of summation of enthalpies of reaction. Calculate Hrxn using thermo-chemical equations. Determine the enthalpy change using standard enthalpies of formation data.

Acids and Bases

Identify the physical and chemical properties of acids and bases. pH and acidic, basic, or neutral solutions. Arrhenius and Brønsted-Lowry definition of acids and bases.

Neutralization: Chemical equations for neutralization reactions

Titration

Buffers, and characteristics of buffered and unbuffered solutions

Hydrocarbons

Alkanes: structure, name - by structure and formula, draw molecules

Alkenes and alkynes: structure, name - by structure and formula, draw molecules

Branched -anes, -enes, and -ynes, nomenclature and drawing molecules

Basic functional groups: amine, alcohol, carboxylic acid, ether, aldehyde, ester, ketone, and halocarbon

 

 

ADVANCED PHYSICS

This is a college-level course requiring well-developed problem-solving skills.  This course will be useful to students planning to major in science, engineering, or medical fields. 

 

TOPICS

Measurement

SI units: unit conversions.

Measurement and uncertainty: accuracy and precision

Kinematics in One Dimension

Reference frames and displacement

Velocity and speed: vectors and scalars. Average and instantaneous velocity

Falling objects: gravity

Graphical analysis of motion

Kinematics in Two Dimensions

Addition and subtraction of vectors

Addition of vectors by components

SOHCAHTOA 

Projectile motion - parabolic motion

Relative velocity

Motion and Force

Newton's laws of motion

Weight

Free-body diagrams

Friction, inclined planes

Circular motion and gravitation

Kinematics of uniform circular motion

Dynamics of uniform circular motion

Centrifugation

Universal gravitation

Work and Energy

Work done by a constant force

Kinetic Energy and the Work-Energy Principle

Potential Energy

Mechanical Energy and its conservation

Law of Conservation of Energy

Linear Momentum

Momentum and its relation to force

Conservation of momentum

Collisions and impulse

Conservation of energy and momentum in collisions

Elastic collisions in one dimension

Inelastic collisions in one dimension

Collisions in two dimensions

Rotational Motion

Kinematic equations for uniformly accelerated rotational motion

Rolling motion

Torque

Torque and rotational dynamics

Angular momentum and its conservation

Bodies in Equilibrium; Elasticity and Fracture

Statics - Conditions for equilibrium.

Stability and Balance

Elasticity - Stress and strain.

Fracture

Center of mass

Sound 

Simple harmonic motion

Wave motion

Characteristics of sound

Intensity of sound: decibels

Amplitude related to intensity

Sources of sound

Vibrating strings

Vibrating air columns (Interference of sound waves; beats, Doppler effect)

Temperature and Kinetic Theory

Atomic theory of matter

Thermal equilibrium and the zeroth law of thermodynamics.

Thermal expansion - anomalous behavior of water below 4oC

Thermal stresses

The gas laws and absolute temperature

Kinetic theory and the molecular interpretation of temperature

Heat

Heat as energy transfer

Distinction between temperature, heat, and internal energy

Internal energy of an ideal gas

Specific heat

Calorimetry

Latent heat

Heat transfer: conduction, convection, radiation

The Laws of Thermodynamics

The first law of thermodynamics: applications of the first law to simple systems.

The second law of thermodynamics: heat engines.

Entropy and the second law of thermodynamics

Order to disorder

Electric Charge and Electric Field

Static electricity; electric charge and its conservation.

Electric charge in the atom

Insulators and conductors

Induced charge; the electroscope

Coulomb's Law

The electric field: field lines, electric fields and conductors

Electric Potential and Electric Energy; Capacitance

Electric potential and potential difference: electric potential due to point charges.

Relation between electric potential and electric field

Equipotential lines

Capacitance: dielectrics, storage of electric energy

Electric Currents

The electric battery

Electric current

Ohm's law: resistance and resistors, resistivity

Electric power: power in household circuits, alternating current

 

           

ADVANCED PLACEMENT BIOLOGY

The Advanced Placement Biology course is designed as the equivalent of a college introductory biology course.  The two main goals of this course are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process.  Primary emphasis is on developing an understanding of concepts rather than memorization of terms, recognition of unifying themes in biology, and an application of biological knowledge and critical thinking to environmental and social concerns.

 

TOPICS

Chemistry of Life

Water

Organic Molecules in Organisms

Cell synthesis and break down of macromolecules

Structures of biologically important molecules (carbohydrates, lipids, proteins, nucleic acids) and their function

Free Energy Changes

Enzyme

Enzyme specificity

Regulation of enzyme activity

Cells

Prokaryotic and Eukaryotic cells

Evolutionary relationships.

Membranes: model of the molecular structure of membranes

Mechanisms by which substances cross membranes

Subcellular organization

Structures of the various subcellular organelles

Factors that limit cell size

Cell cycle and its regulation

Mitosis

Mechanism of cytokinesis

Regulation of the cell cycle

Aberrations in the cell cycle

Cellular Energetics

Coupled reactions

The function of chemiosmosis in bioenergetics

Fermentation and cellular respiration

The role of oxygen in energy-yielding pathways

Photosynthesis

Photosynthetic adaptations that have evolved in response to different environmental conditions

Interactions that exist between photosynthesis and cellular respiration

Heredity

Meiosis and gametogenesis

The importance of meiosis in heredity

The relationship of meiosis to gametogenesis

Similarities and differences between gametogenesis in animals and gametogenesis in plants

Eukaryotic chromosomes

Inheritance patterns

Molecular Genetics

DNA and RNA structure and function

Similarities and differences between prokaryotic and eukaryotic genomes

Gene regulation: mechanisms by which gene expression is regulated in prokaryotes and eukaryotes.

Mutation: ways that genetic information can be altered. Effects of these alterations materials between cells.

Nucleic acid technology and applications: current recombinant technologies. Practical applications of nucleic acid technology.

Legal and ethical problems that may arise from these applications.

Evolutionary Biology

Early evolution of life: current biological models for the origins of biological macromolecules.

Current models for the origins of prokaryotic and eukaryotic cells.

Evidence for evolution

Mechanisms of evolution: role of natural selection in the process of evolution. Mechanisms that account for speciation and macroevolution.

Diversity of Organisms

Evolutionary patterns: major body plans of plants and animals.

Survey of the diversity of life: representative organisms from the Moneran, Fungi and Protista Kingdoms. Representative members of the major animal phyla and plant divisions

Viral structure and replication

Major steps in viral reproduction

Ways that viruses transfer genetic

Phylogenetic classification: distinguishing characteristics of each group (kingdom and the major phyla and divisions of animals and plants)

Evolutionary relationships: ways that scientists study evolutionary relationships among organisms. Ways that this information is used to classify organisms.

Structure and Function of Plants and Animals

Reproduction, growth and development

Adaptive significance of alternation of generation in the major groups in plants

Structural, physiological and behavioral adaptations: organization of cells, tissues, and organs determine structure and function in plant and animal systems. Adaptive features that have contributed to the success of various plants and animals on land.

Response to the Environment

Ecology

Population dynamics: models that are useful in describing the growth of a population

Communities and ecosystems: energy flow through an ecosystem is related to trophic structure

Elements cycle through ecosystems (ie. carbon, nitrogen, phosphorus, oxygen, sulfur)

Global issues: ways in which humans are affecting biogeochemical cycles

 

 

ADVANCED PLACEMENT CHEMISTRY

The AP Chemistry course is designed as the equivalent of a general chemistry course usually taken in the first year of college.  The course emphasizes depth of understanding of fundamental concepts and principles and their utilization in solving general chemistry problems.

 

TOPICS

Structure of Matter

Atomic theory and atomic structure 

Chemical bonding

Molecular Models

Nuclear Chemistry

States of Matter

Gases

Gas Laws

Kinetic Molecular Theory

Liquids and Solids

Phase diagrams

Solutions

Colligative properties

Reactions

Acid-Base reactions

Redox reactions

Electrochemistry

Stoichiometry

Equilibrium

Kinetics

Thermodynamics.

Descriptive Chemistry

Chemical reactivity of common elements

Organic Chemistry

 

Laboratory

Various activities that foster development of laboratory skills.

 

 

PSYCHOLOGY: AN HISTORICAL OVERVIEW

This non-clinical course provides an introduction to human behavior, studied through cognitive, behavioral, psychoanalytic, and neurological theories.  The wide range of topics covered includes theorists' contributions, abnormal psychology, treatment approaches, and cultural influences.  Through lecture, homework, tests, class discussions, and presentations, students will have the opportunity to learn about how psychology is practiced today, how it has evolved, and the cultural impact it has had.  Students will be required to do a research paper on an illness.

 

INTRODUCTION TO ENGINEERING

This is an elective course that introduces the principles of engineering. 

TOPICS

Drawing - Civil Engineering

            Measurement

            Unit conversions

            Scale drawings

            Building from drawings

            Drawing from a built structure

Forces, Statics and Materials - Mechanical Engineering

            Vectors and scalars

                        Addition and subtraction of vectors

                        Addition of vectors by components

                        SOHCAHTOA

            Forces

            Hooke's Law

            Elasticity of materials

Thermodynamics - Chemical Engineering

            Laws of thermodynamics

            Heat and heat transfer

Circuits - Electrical Engineering

            Circuit components

            Wiring and building circuits

Engineering Economics

            Corporate fiscal analysis

 

ACTIVITIES

Build a structure out of legos.  Do top, front, side view drawings.

Take a set of drawings and build the structure.

Draw top-view scale drawing of one of the science labs.

Design a water piping lay-out for the Chemistry Lab

Perform addition of force vectors lab.

Perform Hooke's Law lab.

Build a chair out of corrugated cardboard and masking tape - lightest chair that can hold a 220lb person.

Conduct Calorimeter lab.

            Q = mc T lab - hot metal in cool water to determine the c of the metal

Assemble electronic project kits.

 

 

PHYSICS OF SPORTS

This is an elective course that introduces the principles of physics as it relates to motion in sports. 

TOPICS

Vectors

            Speed and velocity

Measurement

            Unit conversions

            Vectors and scalars

                        Addition and subtraction of vectors

                        Addition of vectors by components

                        SOHCAHTOA

            LAB - Calculate your acceleration

            LAB - Acceleration down the hill on various sleds

Newton's Laws of Motion

            Equal and opposite forces

            Force vectors

            Force = mass * acceleration

            Gravity

Friction

Projectile motion

            LAB - Force on a skater

Momentum and Collisions

            Calculation of momentum

            Collisions

                        Elastic

                        Inelastic

            Transfer of momentum

            LAB - qualitative transfer of momentum in collisions

 

 

ELECTRICITY

This is an elective course that introduces the principles of electricity and electromagnetism.  The emphases are:

Understanding the concepts and principles;

Relating the concepts and principles to our everyday lives; and

Experimental work.

 

TOPICS

Static Electricity

Electrical structure of matter, law of electric charges, conductors, insulators, transfer of electric charge, electrostatic series, electroscopes, charging by contact and induction, grounding, charge distribution on a conductor, lightning, electrostatic generators, electric fields, charge on an electron, photocopiers, electrostatic precipitators

Current Electricity

Electric current and electric potential, electric circuits, series and parallel circuits, Kirchoff's laws, Ohm's law, resistance, resistivity, power, cost of electricity, house wiring, effect of electricity on the human body

Magnetism and Electromagnetism

Early history of magnetism, law of magnetic poles, magnetic fields, Earth's magnetism, domain theory of magnetism, electromagnetism, field around a straight conductor and a coil, motor principle, applications of electromagnetism and the motor principle, electromagnetic induction, Lenz's law, electrical generators, AC and DC, transformers, electrical generation and distribution   

 

SKILLS

Measuring, calculating, analyzing data, problem solving, general lab skills, lab reporting, metric system use

 

 

CHEMISTRY AND SOCIETY

This is an elective course that attempts to relate the effect of chemistry on our everyday lives.  The emphases are

Understanding the concepts and principles

Relating the concepts and principles to our everyday lives

Scientific literacy so that reasoned judgments on societal issues can be made

.

TOPICS

Basic Chemistry Review

Elements, compounds, electrolyte, non-electrolyte, atoms, ions, molecules 

Sub-atomic particles: proton, electron, neutron

Electron configuration, atomic number, mass number, isotopes

Nuclear Chemistry

Radioactivity, types of radiation, nuclear equations, nuclear fission and fission, the Manhattan project, energy in nuclear reactions, mass defect, binding energy, nuclear energy: the promises and the problems.

Oxygen and Hydrogen

Occurrence, discovery, preparation, physical and chemical properties 

Oxidation, combustion, uses

Hydrocarbons

Alkanes, alkenes and alkynes 

Properties, reactions, structures

Nomenclature 

Uses

Petroleum

Chemicals, Pollution and the Environment

Air Pollution, ozone, CFCs 

Water pollution, acid rain

 

SKILLS

Measuring, calculating, analyzing data, problem solving, general lab skills, lab reporting, metric system use

 

 

MARINE BIOLOGY

This course studies the interrelationship of living and non-living factors in the marine environment.  The topics of study include ocean chemistry and physics, zonation, biological classification, pollution, and economics.  This course requires two full-day field trips, a final paper, and presentation of the paper.

 

 

ECOLOGY

Ecology involves the study of how the components of the natural world interact.  These components include climate, moisture, soil, plants, and animals.  This course concentrates on populations, competition, and how environmental conditions affect speciation and species interaction.  Field studies involve techniques used by ecologists to examine terrestrial and aquatic ecosystems. This course requires field trips, a final paper, and presentation of the paper.

 

 

Religion

 

WORLD RELIGIONS ELECTIVE - ONE SEMESTER

TEXTS: 

Religions of the World,  Hopfe, Lewis M. and Mark R. Woodward,(ninth edition, Prentice Hall).

            Various primary sources photocopied and distributed to the students.

 

GOALS:

To give students a basic knowledge of the tenets of the major religions of the world.  To expose students to some of the methods and issues in the study of religion.  To develop skills in reading religious texts.

 

TOPICS

            Definitions of Religion and Basic Religions.

Religions originating in India:  Hinduism, Jainism, Buddhism, Sikhism

Religions originating in China and Japan:  Taoism, Confucianism, Shinto

Religions originating in the Middle East:  Zoroastrianism, Judaism, Christianity, Islam

Each religion is not confined to its country of origin; thus, when discussing Buddhism for example, Chinese and Japanese Buddhism is considered, as well as Indian Buddhism.

 

            For each religion, the following questions are posed:

                        What is the nature of the divine?

                        What is the nature of the self?

                        What is the nature of the world?  Is it a prison or a paradise?

                        Should the world be lived in or transcended?

                        What is the meaning of salvation? 

                        What is the means of salvation?  Can the self save itself or is an outside agency necessary?

                        Does this religion have any monastic or ascetic elements?

                        Who are the important historical or legendary figures in this religion?

                        What is the foundational myth of this religion?  What does it tell us?

                        What are the basic institutions of this religion?

                        What sectarian differences exist in this religion?

                        What are the important texts of this religion?

                       

In  addition and as time permits, some attention is given to modern theories of religions behavior.  For example, the class has had fruitful discussions of Eliade's concept of "cryptoreligious" activity, that is, activity which the participants do not identify as religious, but which has many characteristics of religious behavior.  We also might engage in a discussion of Tillich's concept of the "Dynamics of Faith."

 

 

ETHICS ELECTIVE - ONE SEMESTER

TEXT:  A Short History of Ethics, by Alasdair MacIntyre.

 

TOPICS:  The history of Western Philosophy is examined through the lens of ethics, although attention is also paid to metaphysics and epistemology.  One day of each week is devoted to applied ethics, using situations suggested by various web sites.

 

 

Art

ADVANCED ART

This is a one-semester elective class offered both first and second semester.  It meets twice each week during the school day, once for 40 minutes and once for 70 minutes.

 

This is a class for students who wish to pursue their skills beyond Intermediate Art or for those whose commitment, motivation, and experience are at a level where they can bypass Intermediate Art with departmental approval; in such cases Advanced Art replaces Intermediate Art as a required class.

 

In this class, students strengthen their technical and creative thinking skills while working with various drawing and painting media. 

 

Prerequisite:  Intermediate Art or the department's permission.

 

OBJECTIVES

Upon successfully completing the class students should:

be versatile with drawing and painting media

be able to think independently and creatively

be able to perceive carefully

be able to resolve complex creative problems

have good technical control of the media

have a sense of individual expression

understand the value of daily practice outside the classroom

 

TOPICS

Methods:

Observation

Memory

Imagination

 

Approach:

Representational

Non-representational

 

Subject Matter:

Still-life

Landscape

Fantasy

 

Media:

Pencil

Graphite

Charcoal

Pen

Acrylic paint

Oil pastel

Brushes

Texture tools

Palette knife

 

Techniques:

Gesture

Contour

Shading

Highlighting

Blending

Layering

Texture

Impasto

                        Scumbling

 

Elements of design:

Line

Shape

Form

Value

Color

Space

Principles of Design

Movement

Repetition

Balance

Rhythm

Contrast

Emphasis

Unity

 

 

CONTEMPORARY ART

This elective course, which meets twice each week during the school day, once for 40 minutes and once for 70 minutes, combines contemporary art history with corresponding studio projects and field trips to local museums. Students acquire knowledge about contemporary artists through lectures and reading. Field trips give students first-hand exposure to artwork. Studio projects help students build on what they have learned and encourage experimentation and inventiveness.

 

Prerequisite: Intermediate art

 

OBJECTIVES

Upon successfully completing this course students should be able to:

identify important art work and artists in contemporary art.

identify various media used by contemporary artists (e.g., video, installation, site-specific work).

incorporate their knowledge of various artists and media in their own work.

complete several projects based on this knowledge.

analyze and critique finished work.

 

TOPICS         

Contemporary artists working in different media will be discussed and projects will incorporate this information. Students will learn about and create work in two and three dimensions using a wide variety of materials. The course should encourage students to work in different media and experiment with new techniques.

 

 

ART HISTORY

This course will offer students an opportunity to learn about the history of art from prehistoric to present times. Students will learn to discuss the formal elements of a work of art, two and three dimensional, and of architecture. Students will learn the historical and sociological context of the work.

 

MATERIALS:

            Art, A Brief History by Marilyn Stokstad

 

OBJECTIVES

Upon successfully completing the course students should be able to:

 identify important events and people in the history of art.

 identify important paintings, sculpture and architecture in the history of art.

 discuss the formal elements of paintings, sculpture and architecture.

 prepare formal talks about a specific painting, sculpture or building.

 use research methods and sources for art history.

 identify some of the social, political and historical events that shaped the creation of the works.

 

TOPICS

 Prehistoric Art:

                         Megalithic Art

                         Wall Painting

 The Art of Mesopotamia and Egypt:

                         Mesopotamia

                         Egypt: Early, Middle and New Kingdom

 Aegean Art:

             Minoan Crete

             Mycenaean Civilization

Greek Civilization: Archaic, Early Classical, High Classical, Late Classical

 Spread of Greek Art and Culture:

                         The Etruscans

                         The Neo-Babylonians

                         The Persians

                         The Hellenistic Period

 Art of the Roman Republic and Empire:

             Republican Empire

             The Early Empire

             The "Good" Emperors

                         The Late Empire

 Jewish, Early Christian, and Byzantine Art

 Early European and Islamic Art; Early Medieval Art

 Romanesque and Gothic Art:

                         Romanesque Period

                         Gothic Period

 Early Renaissance Art:

             The Low Countries

             Italy: Architecture, Sculpture and Painting

 High Renaissance and Reformation:

             Mannerism

             Baroque

 Baroque and Rococo Art

 Art of the Americas:

             Mesoamerica

             South America

             North America

 African Art

 Neoclassicism and Romanticism

 Realism to Impressionism:

                         Academic Art

                         Early Photography

                         Realism

                         Impressionism

 Post-Impressionism through Early Modern Art:

             Post-Impressionism

             Expressionism

             Cubism

 Modern Art:

             Art after World War I

             Abstract Expressionism and the New York School

             Architecture

 Contemporary Art

 

 

 

AFTER SCHOOL ART CLASSES

Monday Elective art classes are offered on a trimester schedule from 3:45 to 5:30 or 6:00 on Mondays. Students who are taking or have completed Intermediate Art may choose from a variety of after-school studio electives. Monday is Dedicated Arts Day and students wishing to take a Monday Elective are excused from sports on that day. Courses are designed to be on an introductory level (unless otherwise indicated). Prerequisites may be waived at the discretion of the individual teacher or the Department Chair.

 

 

DRAWING: POWER OF THE LINE

Fall: Still life and Landscape

Winter: Still Life and Figure Drawing

This course is an in-depth introduction to basic drawing concepts and techniques. The instructor gives specific assignments such as drawing exercises for hand-eye coordination and uses individual and group demonstrations and critiques as needed. Students are responsible for set-up and clean-up.

 

OBJECTIVES

Upon successfully completing the class students should:

 have a working knowledge of the fundamentals of drawing.

 know how to transform a two-dimensional line into a three dimensional form.

 be able to work with composition, perspective, and light using a variety of drawing materials.

 

TOPICS

Basic fundamentals of drawing:

 Line

 Basic shapes

 Mass conception

             Value scale

             2-D to 3-D

             Functions of light

             Content

             Juxtaposition

Basic techniques:

             Line techniques

            Perspective drawing

             Human anatomy

             Composition

Materials:

             Newsprint and white drawing paper

             Pencils, charcoal, soft pastels

             Kneaded erasers

             Masking tape, paper towels.

Set-up:

             Paper on boards on tables or easels.

 

 

 

PAINTING: BRUSHWORK BOOGIE (Spring)

This course is an in-depth introduction to basic painting concepts and techniques. The instructor gives specific assignments and uses individual and group demonstrations and critiques as needed. Students will also investigate the work of past and contemporary artists and art movements. Materials are not provided; students are responsible for buying their own materials according to the list provided, bringing them to class, setting-up, and cleaning-up.

 

OBJECTIVES

Upon successfully completing the class students should:

 have a working knowledge of the fundamentals of painting

 know how to care for the materials

 be able to work with color

 be able to develop a painting from conception to completion

 

TOPICS

 Basic fundamentals and techniques of painting:

 Color conception

 Limited palette (primaries, black and white)

 Brush stroke techniques

 Paint application (opaque, transparent, translucent)

 Color grounds

 Under-painting

 Composition

Materials:

 Acrylic paint, gel medium

 Brushes, palette, palette knife

             Canvas paper or board

 Masking tape, paper towels, rags

 Oil pastels

 Set-up:

 Boards on easels and tables for paints

 

 

 

3-D: CONSTRUCTION JUNCTION

Students explore the elements of 3-D design and construction by working with wood, plaster, cardboard, recycled or found objects, wire or cement.  They create assemblages and structures using both additive and reductive techniques and incorporate the study of past and contemporary sculpture.  The assignments and materials are based on the experience level of each student.

 

OBJECTIVES

Upon successfully completing the class students should be able to:

 develop an idea in a sculptural format.

 use specific sculptural media to create a 3-D form.

 appreciate and understand the concepts and elements of sculpture.

 use the tools effectively and safely.

 

TOPICS

 Elements of sculpture:

 Shape

 Form

 Mass

 Scale

 Balance

 Texture

 Space

 Physical properties of materials

 Problem solving

 Use of tools

 Methods of construction

 Subject Matter:

 Forms in nature

 Architecture

                        Organic/geometric forms

 

 

BOOK ARTS

Students will create one-of-a-kind artists' books using a wide variety of materials, creative bindings and multifaceted techniques. Themes will be discussed as well as creative definitions of a page.  Students will learn and use at least one style to create a book which develops a theme of their choice.

Prerequisite:  Intermediate Art

 

OBJECTIVES

Upon completion of this class students will

 understand the processes and techniques used to create artists' books

 be able to develop a theme

 be able to organize and incorporate visual imagery as well as written expression

 know how to create or find relevant materials and objects

 be more skilled in the technical aspects of assembling a book.

 

TOPICS

Creating and representing imagery

 

Form:

            Shape and style

            Binding

            Presentation

 

Materials:

 Paper

 Fabric

 Boards

 Adhesives

 Tools

 

Methods:

 Cutting

 Folding

 Stitching

 Applying adhesive

 Measuring

           

 

EXPERIMENTAL ART

This class provides the space, time, and materials for students to explore their creative process through visual or written expression.  Students choose from specific exercises geared to enrich imagination, inventiveness, and playfulness.  Students may also work on projects of their own design to explore special interests and experiment with a comprehensive theme and materials of their choice.  Projects can be designed for one class or for long term.  The class emphasizes process rather than product.  Exercises adapt to specific interests and experience levels of the students.

 

OBJECTIVES

Upon the completion of this class students will

 understand the process of divergent thinking.

 have greater fluency in producing ideas.

 be less judgmental regarding personal expression.

 be more comfortable taking creative risks.

 be more open to new ideas and new approaches.

 

TOPICS

 Process

 Materials

 Methods of enriching creative thinking

 

 

 

POTTERY: IT'S JUST DIRT (Fall and Winter)

Using the potters' wheel as the primary tool, students will learn basic creative and technical skills needed to produce functional ceramic ware. They will increase aesthetic awareness by creating form and considering design, function, balance and color. The physical coordination that is unique to pottery alone is an excellent tool in developing confidence and personal style. Group demonstrations and independent hands-on work with the teacher will be the methods of instruction used.

 

MATERIALS:

Cone 6 clay-(50lb. per class). Assorted glaze materials. Tools: Sponges, loop tool, cutting wire, wooden tools, brushes, buckets, rubber kidney tools, instruction books.

 

OBJECTIVES:

Upon completion of this course, students will be able to:

throw basic functional ware on the potters' wheel

use the various tools to cut, trim, adhere, and repair the clay

approach problems in an experimental way, by learning to overcome frustration and use mistakes creatively

integrate and use artistic concepts shared by other art media

 

TOPICS:

Learning to work the potters' wheel: The wheel is one of the basic tools used throughout civilization to create decorative and functional pottery. It turns mere mud into works of art that have lasted throughout the ages.

 

Basic control of the wheel: Students will learn to control the potters' wheel. The use of proper speed control, body alignment and pacing are vital to any success and will be addressed through out the class. Proper maintenance of the wheel will also be covered.

 

Centering and throwing techniques:  Keeping the clay properly centered is key to any success and needs a good deal of repetitive practice. It is at this point that throwing techniques can successfully begin. Greater understanding of form and balance also develop naturally during the process.

 

Use of materials and tools:  Students will discover how simple tools will be used to cut, trim, adhere or repair the clay.

 

Creativity and experimentation: Both are vital to the construction of a piece. Students will learn that limitations presented by the clay can be overcome, resulting in unique and attractive results. Satisfaction in creating unique functional items and pride in finding a new way to handle a problem are frequent in pottery and blend well with the repetitive techniques also needed.

  

Integrating skills from other areas of art:  The skills students will use in the creation of a piece of pottery will draw upon those learned in a variety of areas. Three-dimensional concepts learned in sculpture will be expanded upon in the development of a pot.  Drawing and painting skills are used in successful glaze decoration. Knowledge of how light plays off of a form and the ways it effects the mood of the object relates to concepts explored in photography and drawing. Form, balance, pattern, texture, mood, and self-expression, are intrinsic to pottery as they are to other art forms. Manipulation of tools, eye-hand co-ordination, abstract thinking, and focused concentration are also mutually shared.

 

Participation and practice: The course provides demonstrations and methods that build upon each other and need a proper progression. Students need as much time as possible to develop them and must be able to attend weekly and remain for the entire class. Students have access to the pottery studio with the approval of the WSAC office staff, and are encouraged to practice during free periods.

 

           

POTTERY II: MORE DIRT (Spring)

Pottery II continues the development of the creative and technical skills learned in Pottery: It's Just Dirt. Each individual continues from their own particular stage of development. Results will continue to vary greatly. The greater refinement of skills and techniques needed to create a wider variety of forms will be the focus of each student. Hand-building techniques and the use of more advanced techniques of decoration will be introduced as appropriate. Group demonstrations and independent hands-on work with the teacher will continue to be the methods of instruction used.

 

MATERIALS

Cone 6 clay-(50lb. per class). Assorted glaze materials. Tools: Sponges, loop tool, cutting wire, wooden tools, brushes, buckets, rubber kidney tools, instruction books.

 

OBJECTIVES:

Upon completion of this course, students will be able to:

throw a variety of ceramic forms on the potters' wheel

use hand-building techniques

use advanced techniques of decoration

approach problems in an experimental way, by learning to overcome frustration and use mistakes creatively

integrate and use artistic concepts shared by other art media

 

TOPICS

 Refinement of skills and techniques on the wheel

 Hand-building techniques

 Advanced methods of decoration

 Creativity and experimentation: Overcoming frustration and solving problems are a part of the process of working with clay

 Integrating skills from other areas of art:  More control leads to a greater capacity to realize ideas, and the skills students will use in the creation of a piece of pottery  will draw upon those learned in sculpture, painting, drawing, and photography. Form, balance, pattern, texture, mood, and self-expression, are intrinsic to pottery as they are to other art forms. Manipulation of tools, eye-hand coordination, abstract thinking, and focused concentration are also mutually shared.

 Participation and practice: The course provides demonstrations and methods that build upon each other and need a proper progression. Students need as much time as possible to develop them and must be able to attend weekly and remain for the entire class. Students have access to the Pottery Studio with the approval of the WCSC Office Staff, and are encouraged to practice during free periods.

 

 

PHOTOGRAPHY I (Fall or Winter)

With a soft approach to the technical, students will learn the fundamental concepts, techniques, tools and applications relevant to basic photography and the satisfaction of creating a good photograph.  Included in this 10-week course will be an introduction to photographic printing and the workings of the black and white darkroom.  

 

MATERIALS:

Camera: Format: 35MM.  Students are not required to purchase professional level equipment.  This course is taught in such a way to help the student make the best photograph possible using what they can afford to buy, borrow or already own.

Film: Black and White TMAX400, Kodak. Suggested because of its moderately fast speed and good latitude. 

Paper: Ilford multigrade RC

 

OBJECTIVES:

Upon successful completion of this class, students will:

understand the light:  The bottom line in photography is light - the photographer's number one tool and one of the most misunderstood elements of photography.  The word photograph means writing with light. In addition to content and composition, the true understanding of what takes place when light strikes the film is the most important concept in photography. 

be able to find the light:   It's almost always there.  Finding the light often includes walking around the subject, moving the subject slightly or adjusting the camera position. Class demonstrations will be the training ground for seeing the direction of light that will become the foundation for any future photography course or endeavor.

be able to use the light:  Whether it's window light, direct sun or open shade, students will learn to look before pressing the shutter.  Through a variety of course projects, the students will become practiced at "seeing" light that will lead to a better understanding of what makes a good photograph.

be able to expose the film: Using what they own, students will learn how to best use their cameras to create good, printable negatives.  Different films will be discussed and their appropriate applications.

be able to make prints: All students enjoy the excitement of seeing the latent image appear on paper.

 

Students will be taught and guided to produce photographs with the best print quality possible working with their own negatives with repeated emphasis on the proper handling of the negative.

 

TOPICS

The class begins with simple projects dealing with the use of available light.  The subject matter of the photographs will be from a variety of sources such as portraits, pets, landscapes that include barns, old buildings and stone walls and events to tell a story through the use of the photographic image. 

Seeing and finding light 

Basic camera functions

Introduction to printing in the darkroom

Seeing the direction of light

            Measuring and shaping the light

Darkroom techniques: dodging and burning in; the use of  filters to control contrast.

Effective use of window light

Film processing 

Storytelling with photographic images

 

 

 

PHOTOGRAPHY II (Spring)

After a short review of the technical aspects of the camera and darkroom, students in this 10-week course will dive right into assignments in the first class. These assignments draw from four major areas in the photographic industry:  Portraiture, Fine Art, Commercial Art, and Photojournalism.

Emphasis remains on correct use of available light as it pertains to the subject matter and assignment as well as on the ability to compose through the viewfinder and to pre-visualize the shot. Students will learn the refinements of making a good print including the use of filters, spotting, and mounting the finished print for display.

 

MATERIALS:

Camera: Format: 35MM.  Students are not required to purchase professional level equipment.  This course is taught in such a way to help the student make the best photograph possible using what they can afford to buy, borrow or already own.

Film: Black and White TMAX400, Kodak.  Suggested because of its moderately fast speed and good latitude. 

Paper: Ilford multigrade RC

 

OBJECTIVES

Upon successful completion of this class, students will:

understand the light:  The bottom line in photography is light - the photographer's number one tool and one of the most misunderstood elements of photography.  The word photograph means writing with light. In addition to content and composition, the true understanding of what takes place when light strikes the film is the most important concept in photography.

be able to find the light:   It's almost always there.  Finding the light often includes walking around the subject, moving the subject slightly or adjusting the camera position. Class demonstrations will be the training ground for seeing the direction of light that will become the foundation for any future photography course or endeavor.

be able to use the light:  Whether it's window light, direct sun or open shade, students will learn to look before pressing the shutter.  Through a variety of course projects, the students will become practiced at "seeing" light that will lead to a better understanding of what makes a good photograph.

be able to expose the film: Using what they own, students will learn how to best use their cameras to create good, printable negatives.  Different films will be discussed and their appropriate applications.

be able to make prints: The excitement of seeing the latent image appear on paper.

Students will be taught and guided to produce photographs with the best print quality possible working with their own negatives with repeated emphasis on the proper handling of the negative

 

TOPICS

The assigned projects will be executed using available light.  These projects will touch on four major areas in the photographic industry to provide the student photographer with an overview of these types of photography.  Strong emphasis will be on quality as well as quantity of light and composing through the viewfinder.

Seeing and finding light

Using the light. 

            Making prints

Seeing the direction of light

Commercial photography 

Darkroom techniques: dodging and burning in; the use of  filters to control contrast.

Photojournalism as storytelling 

Street photography and single event photography

 

 

COMPUTER GRAPHICS AND IMAGING  (Fall)

This course will offer students an opportunity to create fine art using the computer. Students will study layout and design while manipulating text with layered images. Students will use digital cameras, scanners, the Internet, and graphics software to create a variety of projects including posters, brochures, and CD covers.  

 

Prerequisite: Drawing and/or Photography.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of computer graphics.

identify the technology components and software used in computer graphics.

incorporate media forms including text, graphics, and images.

design posters, brochures, CD covers, and other projects as assigned.

use computer system, peripherals, and software variables and functions.

apply design concepts and computer skills to manipulate images, objects, text.

prepare completed projects for printing and/or publication.

understand ethical issues related to computer graphics and digital imaging.

evaluate information gathered for timeliness, authority, accuracy, validity and completeness.

analyze and critique finished work.

 

TOPICS

 Introduction to Computer Graphics

 History and uses of Computer Graphics

 Production value

 Computer hardware

 Imaging software

 Composition and Design

 Text

 Introduction to Digital Cameras and Scanners

 Peripheral hardware

 Capturing, acquiring, and importing images

 Storage

 Manipulating Images and Adobe Photoshop

Layers and history

Filters

Tools

Background and lighting

Image modes and color

 Printing and Publication

            Resolution, canvas size, and file size

            Large format printing

                        Electronic display and/or output

 

MATERIALS:   CD-RW for saving finished projects. 

 

 

COMPUTER GRAPHICS AND ILLUSTRATING   (Winter)

This course will offer students an opportunity to create fine art using the computer. Students will explore their creative process as they become familiar with various illustration and graphics software.  Students will learn to create illustrations using the computer as their canvas and tools.

 

Prerequisite: Drawing.

 

MATERIALS: CD-RW for saving finished projects.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of computer graphics.

identify the technology components and software used in computer graphics.

incorporate media forms including text, graphics, and illustrations.

design posters, brochures, book covers, and other projects as assigned.

use computer system and software variables and functions.

apply design concepts and computer skills to manipulate objects, illustrations, and text.

prepare completed projects for printing and/or publication.

understand ethical issues related to computer graphics and illustrating.

evaluate information gathered for timeliness, authority, accuracy, validity and completeness.

analyze and critique finished work.

 

TOPICS

 Introduction to Computer Graphics

History and uses of Computer Graphics

Production value

Computer hardware

Illustrating/graphic software - raster vs. vector

                        Composition, Design, and Text

 Introduction to Scanners and peripherals

Peripheral hardware

Capturing, acquiring, and importing images

Storage

 Manipulating Images and Adobe Illustrator

Basic concepts of drawing/illustrating programs

Lines and Shapes

Tools

Background and lighting

Color, text, and modes

 Printing and Publication

 Resolution, canvas size, and file size

 Large format printing

 Electronic display and/or output

 

 

ANIMATION  (Spring)

Through flipbooks, claymation, and sequential drawings, students will explore the visual and narrative possibilities of animation.  They will use the computer and digital camera to create short animated films from their artwork.

 

Prerequisite: Drawing, Photography, and/or Computer Graphics

 

MATERIALS:  CD-RW for saving finished projects.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of animation.

identify the technology components and software used in computer animation.

incorporate drawings, 3D modeling materials, and text.

design flipbooks, thaumatropes, short computer animated sequences, and other projects as assigned.

use computer system and software variables and functions.

apply animation principles and computer skills to manipulate images and create moving pictures.

prepare completed projects for output.

understand ethical issues related to computer animation.

evaluate information gathered for timeliness, authority, accuracy.

analyze and critique finished work.

 

TOPICS

 Introduction to Animation:

 History and mechanics of moving pictures (Flipbooks & Thaumatropes)

 Production techniques

 Cell to Stop Motion to Digital Convergence

 Animation software

 Output

 Technical Issues:

Hardware

Software - raster vs. vector and display options

Image size, resolution, and compression

File formats

Peripheral devices

Capturing, acquiring, and importing images (Clay or Lego'mation)

Storage

 Creating Computer Animation:

Storyboarding and timing

Lines and shapes

Tools

Background and lighting

Modeling and designing linear movement

Camera moves and views

 Multimedia, Web, and Gaming Animation:

                         Interactive scenes and objects

                         File formats

                         Programming and software

 

 

VIDEO PRODUCTION (Fall, Winter & Spring)

Students will learn the basics of editing and camera technique.  Students will be grouped together to make a short video.  The video can be a story with or without dialogue or a music video.  At least 50% of the video must be original footage shot by the group.  Images from other media, such as movies or television can be used.

 

Prerequisite: Photography

 

MATERIALS

Students must supply a tape if they wish to copy their project when it is complete.

 

OBJECTIVES

Upon completion of this course, students will be able to plan, shoot, edit a short video.

 

TOPICS

 Introduction to Pre-Production

                        Come up with an idea.

                        Create a shot list as a guide for shooting.

            Arrange to shoot.

Introduction to Production

Load tape into the camera.

Operate the zoom lens.

Mount the camera onto a tripod.

Pan and tilt the camera.

Hand hold the camera.

Balance the camera for color.

Use camera in manual mode.

Compose shots. (Wide shots, Medium shots and Close-ups)

Introduction to Post-Production

Load tape into tape deck

Record videotape to the computer editing system.

Organize a project in the editing system.

Transfer material on CD into the editing system.

Organize material into bins.

Edit video clips together.

Layout audio to run along with the video.

Create titles in the editing system.

Use effects if desired.

Create transitions between shots.

Transfer finished sequence to videotape.

             

ART INTENSIVE

Sophomores, juniors, and seniors wishing to pursue further studies in art beyond Intermediate Art and the Monday Electives may take the Art Intensive program five days a week after school. Students may elect to take any of the offerings as an individual class.

Art Intensive courses offer after-school studio time in drawing, painting, paper patterning and printing, collage, photography, and video. Taking all five days of classes gives a student a well-rounded foundation in many visual arts media.  These classes are rigorous yet small enough to respond to the needs and interests of the individuals enrolled. They are designed to give students practice in advanced skills and techniques, and to encourage experimentation and independent work. The content of courses varies each trimester to allow students to take consecutive trimesters. Each trimester culminates in an exhibit organized by the participating students.

 

Fall and Winter:

Monday 3:45-6:00: Monday elective

Tuesday 3:45-5:30: Photography

Wednesday 1:45-3:30: Working the  2-D Surface in Black and White

Thursday 3:45-5:30: Video

Friday 3:45-5:50: Figure Drawing

 

Spring:

Monday: Monday elective

Tuesday: Photography

Wednesday: Working the 2-D Surface in Color

Thursday: Video

Friday: Abstract Painting

 

Art Intensive: PHOTOGRAPHY (Tuesday: Fall, Winter, and Spring)

This photography class for Art Intensive students will offer accelerated beginning instruction as well as the more advanced techniques taught in Photo II. The content will be geared to the interests and levels of experience of the students enrolled.

 

Prerequisite: Intermediate Art.

 

For the curriculum outline, please refer to Photo I under Monday Electives.

 

 

Art Intensive: WORKING THE 2-D SURFACE IN BLACK AND WHITE (Wednesday: Fall and Winter)

In this class, students learn to draw with both traditional and non-traditional media, with an emphasis on learning to see. Techniques taught range from blind and contour drawing to automatic drawing, and alternative printmaking techniques and collage; the study of master drawings and works on paper of different styles complement the lessons. The content varies according to the abilities and interests of the participating students.

 

Prerequisite: Intermediate Art and Drawing or the equivalent.

 

OBJECTIVES

Upon successfully completing the class students will:

understand the importance of careful perception.

draw with a more confident line.

be able to see and work with negative as well as positive space.

be familiar with drawing, alternative printmaking and collage techniques.

know and be comfortable using the basic materials of drawing.

have an understanding of the importance of light and shadow.

understand the possibilities of the black and white palette

appreciate drawings done throughout history

be able to analyze and critique finished work.

 

TOPICS

 Still life: Light and Shadow

Use of light source

Shadow screen

Found shadows

 Still life/ figure: Contour

Blind and Contour drawing

Drawing with scissors

Geometric shapes/ organic shapes

 Collage: Texture, pattern

Techniques using pencil, charcoal, ink

Paper patterning using rubbing, stamping, stenciling, transfers

Found materials

 Proportion/Perspective/Composition

 

 

Art Intensive: WORKING THE 2-D SURFACE IN COLOR (Wednesday: Spring)

In this class students explore color, pattern and texture through mixing, blending, stamping, stenciling, and printing. They use paint, pastel, hand-printed papers, and watercolor to create both representational and abstract works on paper. Study of twentieth century painting and collage complements the studio work. The content varies according to the abilities and interests of the participating students.

 

Prerequisite: Intermediate Art and Drawing/Painting or the equivalent.

 

OBJECTIVES:

Upon successfully completing the class students will:

understand the importance of careful perception.

be able to see and work with complementary colors, cool/warm colors

be familiar with painting, alternative printmaking and collage techniques.

know and be comfortable using the basic materials of painting

will know how to choose and care for their own materials.

have an understanding of the effect of light and shadow on color and will be able to work with value.

know how to blend, shade, and highlight in different color media. 

understand the possibilities of the limited palette.

appreciate paintings done throughout history.

be able to analyze and critique finished work.

 

TOPICS

 Experimentation/exercises

Color experiments

Paper patterning

Quick studies

Sketchbook assignments

 Building a painting/collage/ color drawing

Choice of subject matter or concept

Use of light source; natural light, or references to light

Composition and placement of objects or design elements

Drawing, under-painting, use of ground

Palette: limited palette, use of complementary colors, color balance, use of texture

Color mixing, blending, shading and highlighting

 

 

Art Intensive: VIDEO (Thursday: Fall, Winter, and Spring)

In this class students learn the basics of how to shoot and edit, write scripts, narrate tapes, and select music and effects. Each student produces or collaborates on an original video. This video class for Art Intensive students is geared to the students' levels of experience.

 

Prerequisite/Co-requisite: Photography.

 

For the curriculum outline, please refer to Video I under Monday Electives.

 

 

Art Intensive: FIGURE DRAWING (Friday: Fall and Winter)

In this class students learn to draw the figure from a live model. Instruction and progressive exercises focus on enabling the student to see and draw accurately. A nude model will be used.

 

Prerequisite: Intermediate Art and Drawing

 

OBJECTIVES

Upon successfully completing this course students will be able to:

 Draw the figure from the live model with accuracy.

 Complete studies of hands and feet.

 Demonstrate knowledge of the skeletal and muscular structure.

 

TOPICS

Students will work in a variety of drawing media (charcoal, graphite, etc…). Exercises will use various length poses to build students' confidence and ability. Students will work at easels.

 

 

Art Intensive: ABSTRACT PAINTING (Friday: Spring)

Students will learn to develop a painting in which the subject matter is not represented realistically, but with geometric precision, different colors, fractured planes and distorted features.  Students will also learn about creating paintings without any recognizable objects.  The subject matter features colors, shapes, movement, design or action.  The painting process combines elements  and principles of art with personal expression.  Works of various artists will be studied along with the specific steps and processes needed to create abstract art work.   

 

Prerequisite:  Intermediate Art and Painting or the equivalent

 

OBJECTIVES

Upon successfully completing the class students will be able to

find and organize sources for abstract imagery.

explore and experiment with personal methods of painting.

begin to understand ways of developing abstract thinking and expression.

have a greater understanding of the concepts of design, content, and color

 

TOPICS

Media

Acrylic paint

Brushes and other tools to manipulate paint

Canvas

Techniques

Collage

Color mixing

Viewfinder

Pattern

Subject  matter

Nature

People

Still life

Expressionism

Minimalism

Conceptualism

 

 

 

Art Intensive: PORTFOLIO PREPARATION

Juniors and Seniors interested in developing a portfolio may sign up for Portfolio Preparation.

Portfolio Preparation supplements the Art Intensive program and is designed for students applying to art school. The portfolio program is a tutorial scheduled during the school day with a member of the art faculty requiring independent work outside the classroom. Students keep a daily sketchbook as well as work on finished pieces that they bring in for review and critique. Content is determined by the needs of the participating student.

 

Prerequisite/ Co-requisite: Art Intensive

 

 

Art Intensive: OPEN STUDIO

Students may arrange for extra studio time at the discretion of the individual teacher and the department chair.

 

 

Music

 

WOOSTER APPLIED MUSIC PROGRAM

The Wooster Applied Music Program is a highly individualized, one-on-one instructional program in vocal and instrumental music.  Students work with highly qualified musicians over the course of the school year and are guided in both the mechanics of performing on voice or an instrument and in the aesthetics of music.  Music history and music theory may figure prominently in this study, but the primary concern is developing the skills necessary to be an effective and accomplished musician.  These may include, but not limited to:

Reading standard music notation

Developing pitch discrimination

Learning to decipher and count rhythmic patterns

Learning scales and arpeggios

Studying etudes

Studying repertoire

 

The nature of this instruction varies from student to student and from instructor to instructor and is very much determined by the student's inherent talent and their commitment to home practice and improvement.  The voice and each musical instrument pose different problems to the developing musician, and these are addressed by each instructor in a personal, focused and sequential manner.

 

Grading and evaluation is necessarily a subjective matter and is dependent on the instructor's perspective of the student's potential coupled with realistic expectations and evidence of effort to improve.  Encouragement and motivation are always important aspects to the student-teacher relationship in this type of instruction and in many cases may actually outweigh the desire to produce polished musicians.

 

 

WOOSTER SINGERS

Students study repertoire and perform pieces of different periods and styles of music.  The music they perform is written in SAB and SATB form, and students will be tested in order to be placed in the correct vocal range.  Skills, including tonal production, note accuracy, phrasing/breath control, good posture, articulation, pronunciation, intonation, and well balanced ensemble singing, are emphasized.  The rehearsal time frame is basically ½ hour a week.  Due to the limited rehearsal time attendance is stressed, as is cooperation during the rehearsal. Upper School students who participate in Wooster Singers must demonstrate:

An enjoyment in singing

A commitment to singing well

A respect for quality of music

A respect for the skilled performance of music

A commitment to their ensemble

A personal aesthetic response to the music performed and heard

Good concert etiquette.

Wooster Singers give concerts during the year as well as performing for chapel services, and in the community.

 

 

MADRIGALS

Madrigals is a small group of select singers.  In order to be in this ensemble they must be a member of the Wooster Singers, and pass an audition. 

The audition is comprised of the following tests:

Tonality (intonation - singing in tune)

Pitch accuracy

Rhythmic accuracy

Tone quality

Pronunciation

Diction

Breath control.

Sight reading

Most importantly a positive attitude, cooperation, commitment to the group, and good attendance both in Wooster Singers and Madrigals is essential.

 

While in Madrigals students must:

demonstrate good posture and breath control

sing with accurate pitch throughout his/her ranges

sing with correct phrasing and appropriate expression

interpret correctly pitches, rhythms, and other notational symbols through singing

sing with good diction

sing accurately an appropriate part in an ensemble, with our without accompaniment

watch and respond to the directions of the conductor

demonstrate improved skill at reading music and growth in musicianship

 

Music of the traditional English madrigals to music of the contemporary period is performed.  The skills learned in Wooster Singers are also stressed during the Madrigal rehearsals. The Madrigals perform in concerts during the year, and periodically sing for chapel services.  On occasion the ensemble has been invited to sing in the Danbury community.  In 2002, the group auditioned and was selected to sing at Carnegie Hall with the National Youth Choir.  In 2005 the ensemble returned to Carnegie Hall and was again part of the National Youth Choir.  Other auditions for special events are being planned.  The ensemble rehearses one day a week for 40 minutes. 

 

 

ENGLISH HANDBELL CHOIR

It is very important to know that playing in a bell choir is a true team effort.  Each individual has their own part to play and when that part is not there the whole group is affected by the absence.

 

This course introduces the student to the enjoyable art of English Handbell playing and can enhance a student's appreciation of music. Music varying from classical to contemporary will be played.  The ability to read music is an advantage, but during the course of the year they will learn to identify notes and thus learn to read music.  They will learn to count rhythmic structures and to identify key signatures.  Music varying from classical to contemporary will be played.   

 

To be part of this group a student must:

be a dedicated team player/commitment to the ensemble

have a positive attitude

listen and follow directions

            respect and care for the instrument

Most importantly good attendance to all rehearsals and concerts is essential.

 

Space is limited to approximately 12-14 students.  The group rehearses once a week for 40 minutes, but plays for at least 2 concerts a year.

 

 

HISTORY AND APPRECIATION OF MUSIC

This course explores the development of Western music from Medieval times up to the Twentieth Century.  Utilizing a text, lectures, videotapes and audio recordings, the major stylistic periods and representative composers and their works are studied.  Basic elements of music are introduced and compositional forms are explored.  Sociological, societal and economic influences on the art form are also discussed.  History and Appreciation of Music is a prerequisite for the History of Rock and Roll and will prepare the student for the true American music of the 20th Century.  Students are encouraged to continue with the History of Rock and Roll to receive the total history of music.

 

ELEMENTS

In order to more fully understand an art form based on organized sound, some comprehension of the basic elements of music is necessary.  These include:

Pitch - the relative highness or lowness of sound determined by the speed of vibrations.

Dynamics - the relative loudness or softness of sound in music

Tone Color - the quality that distinguishes the sound of a flute from a violin

Rhythm - beat, meter, accent and syncopation, tempo

Melody

Harmony - consonance and dissonance, triads, arpeggios

Tonality/Key - scales, modulation

Musical texture - monophonic, homophonic, polyphonic

Music form - repetition, contrast, variation, binary and ternary song forms

 

PERFORMING MEDIA: VOICES AND INSTRUMENTS

An introduction to the various classifications of voice ranges and the primary musical instruments utilized in Western music.  This includes:

Voice range

Women: Soprano, Mezzo-soprano, Alto (or Contralto)

Men: Tenor, Baritone, Bass

Musical Instruments:

Strings -violin, viola, cello, bass (bowed), harp, guitar (plucked)

Woodwinds - flute, oboe, clarinet, bassoon, saxophone

Brass - trumpet, French horn, trombone, tuba

Percussion - snare drum, bass drum, timpani, cymbals, mallets (xylophone, marimba, vibraphone, orchestra bells) tambourine, triangle, gong (or tam-tam), celesta, chimes

Keyboards - piano, harpsichord, organ, accordion

Electronic - Synthesizers, MIDI instruments

 

THE MIDDLE AGES AND RENAISSANCE (450-1600)

The Influence of the Church

Gregorian chant

Secular music

Organum

Origins of measured rhythm

The Madrigal

 

THE BAROQUE PERIOD (1600-1750)

Characteristics

Unity of mood - Ritornello form

Basso Continuo and figured bass

Terraced dynamics

The Baroque orchestra

Concerto grosso

Trio sonata

Origins of Baroque Opera

Cantata

Baroque Suite

Oratorio

         Composers: Bach, Handel, Vivaldi, Monteverdi

 

THE CLASSICAL PERIOD (1750-1820)

Characteristics of style

Contrast of mood

Dynamics and the piano

The end of the basso continuo

The Classical orchestra

Composers, Patrons, the Public; Social trends

Forms: Sonata-Allegro (Expositon, Development, Recapitulation)

            Theme and Variations

            Minuet and Trio

            Rondo

            Classical Symphony

            Classical Concerto

            Classical Chamber Music - the String Quartet

         Composers: Haydn, Mozart, Beethoven

 

THE ROMANTIC PERIOD (1820-1900)

Characteristics of Romanticism

Individuality of style

Expressive aims and subjects

Nationalism and Exoticism

Program music

Expressive tone color

Harmony in Romantic music

Expanded range of pitch, dynamics and tempo

Forms: miniature and monumental

The Art Song

Opera

The Romantic Symphony

The Tone Poem - Symphonic Overture

The Symphony Orchestra, the Conductor

         Composers: Schubert, Chopin, Liszt, Mendelssohn, Tchaikovsky, Brahms, Verdi, Puccini, Wagner

 

THE TWENTIETH CENTURY/CONTEMPORARY MUSIC (1900 and beyond)

Characteristics - Diversity

Alternatives to the traditional tonal system

Contemporary Composers in society

Impressionism

Neoclassicism

Expressionism

Serialism

Minimalism

The influence of Jazz

Mixed media: Film scores, Dance scores, Performance Art

         Composers: Debussy, Stravinsky, Schoenberg, Bartok, Ives, Gershwin, Copland, Shostakovich, Glass, Reich, John Williams

 

INTRODUCTION TO JAZZ (time permitting)

Characteristics - Improvisation

Roots - Ragtime, Blues, Gospel

Origins: The social contrast of the beginnings of Jazz to the development of "Classical" European music

Basic styles:

            New Orleans

            Swing

            Bebop

            Cool Jazz

            Free Jazz

            Jazz Fusion

         Composers/Performers: Louis Armstrong, Charlie Parker, Miles Davis

 

 

WOOSTER JAZZ ENSEMBLE (MIDDLE AND UPPER SCHOOL)

A new music offering for Middle and Upper School students is the Wooster Jazz Ensemble.  This course will introduce students to the art of jazz improvisation and how to develop and perform jazz repertoire.  Students who have studied an instrument for two years or more, and know the basic fundamentals of music, such as major scales and the ability to read music are encouraged to audition for the group.  The ensemble will use the Jamey Abersold Jazz series as well as published jazz ensemble arrangements.  This course will meet for a full hour 1 day a week.

 

 

HISTORY OF ROCK AND ROLL

This is a course examining the multi-cultural birth, the controversial growth, and the ever-questionable maturity of the music we call Rock and Roll. 

 

In the class we discuss the vast historical influences of the music, especially here in the United States, despite its relatively brief history.  We discuss the political and cultural events that influenced the music and, in turn, the effects this music has on our society.  And finally and most importantly, we listen to, analyze and discuss the music itself, examining elements both poetic and technical, including lyrics, rhythm, melody, harmony and instrumentation.

 

The text used is Rock Music Styles, A History, fourth edition, written by Katherine Charlton, and published by McGraw-Hill.

 

The sequence of study is chronological in concept, beginning with popular music in America, then focusing on the styles already in place in the early 1950's, Jazz, blues, folk, country, pop, gospel, when Rock and Roll was "born".  An ethnomusicalogical approach is particularly important with significant emphasis placed on African and European influences.  A running comparison with the social/political landscape is constant, especially when examining the civil rights and anti-war movements of the '50's and '60's.  The development of technology is also recognized as an important influence.

 

 

MUSIC THEORY 

Music Theory, a one-semester course, is designed for high school musicians who want to have a better general understanding of the language of music.  Ideally it is intended for students who are currently taking private instrumental or voice lessons. The goal of Music Theory is to develop skills in the basic rudiments of music: melody, harmony and rhythm.  The student will be trained in the following areas: music vocabulary, music reading, construction and recognition of all intervals and in ear training in the recognition of melodic and rhythmic patterns.  The student must successfully complete this course to be eligible to study AP Theory.

 

TEXTS

Essentials of Music Theory, Books I, II and III by Surmani, Surmani and Manus,

Music For Sight Singing by Robert Ottman.

 

TOPICS

The Staff, Notes and Pitches

Treble Clef and Staff

Bass Clef and Staff

The Grand Staff and Ledger Lines (the middle notes)

Ledger Lines (low and high notes)

Note Values

Measure, Bar Line and Double Bar

4/4 Time Signature and Note Values

Whole, Half and Quarter Rests

2/4 Time Signature

¾  Time Signature

Dotted Half Note

Ties and Slurs

Repeat Sign, 1st and 2nd Endings

Eighth Notes

Eighth Rests

Dotted Quarter Note

Dynamic Signs

Tempo Marks

Articulation

D.C, D.S., Coda and Fine

Flats

Sharps

Naturals

Whole Steps, Half Steps and Enharmonic Notes

Tetrachords and Major Scales

The Sharp Scales - G and D Major

The Flat Scales - F and Bb Major

Key Signatures - The Sharp Keys

Key Signatures - The Flat Keys

The Remaining Major Scales with Key Signatures

Chromatic Scale

Intervals

Circle of Fifths

Perfect and Major Intervals

Minor Intervals

Augmented and Diminished Intervals

Solfege and Transposition

Sixteenth Notes

Sixteenth Rests

Dotted Eighth Notes

Common Time and Cut Time (Alla Breve)

3/8 and 6/8 Time Signatures

3/8 and 6/8 Time Signatures at Fast Tempos

Eighth Note Triplets

Incomplete Measures (Pick-up Notes) and Syncopation

Triads

Primary and Major Triads

Scale Degree Names

The V7 (Dominant 7th) Chord

Triad - 1st Inversion

Triads - 2nd Inversion

V7 Chord - 1st, 2nd and 3rd Inversions

Figured Bass

Major Chord Progressions

Minor Scales

Natural, Harmonic and Melodic Minor Scales

Minor Triads

Augmented and Diminished Triads

The Primary Triads in Minor Keys

Minor Chord Progressions

Modes Related to the Major Scale:  Ionian, Mixolydian and Lydian

Modes Related to the Minor Scale: Aeolian, Dorian, Phrygian, Locrian

Harmonizing a Melody in a Major Key

Broken Chords and Arpeggiated Accompaniments

Passing and Neighboring Tones

Composing a Melody in a Major Key

Harmonizing a Melody in a Minor Key

Composing a Melody in a Minor Key

12-Bar Blues Chord Progression

The Blues Scale

Basic Forms of Music - Motive and Phrase

AB (Binary) Form

ABA (Ternary) Form

Rondo Form

 

 

AP MUSIC THEORY

This yearlong course is designed for the serious musician.  The ability to read music and play an instrument is assumed and the successful completion of Music Theory is necessary.  This course does not address itself specifically to performance, however, it provides ample opportunity for the developing musician to improve performance skills while gaining analytical, historical, and compositional perspective.  Skills in analysis and evaluation are important because they enable students to recognize and pursue excellences in their musical experiences.

 

At the completion of this course, all students are required to take the AP test.

 

GOALS:

Understand the fundamentals of music.

Explore two-part and four-part voice leading and harmonization.

Study thoroughly melody, rhythm and texture

Learn to sight sing.  This involves the ability to sing, spell and write all major and minor scales; the ability to write all major and minor key signatures, and the ability to recognize the key from the given signature.

Examine music from the Renaissance to the contemporary period.

Study specific compositions.

Foster in class composition and performance of music. 

Promote student interest in developing compositional skills.

 

TEXTS:

AP Theory, Music In Theory and Practice, Vol. 1, by Bruce Benward and Gary White,

Music for Sight Singing, Robert Ottman.

 

TOPICS

THE FUNDAMENTALS OF MUSIC

Notation

            Notation of pitch - the staff

            Letter names

            The clefs

            Octave identification

            Accidentals

            Intervals

            Enharmonic equivalents

            Notation of duration

            The tie

            The dot

            Irregular division of notes

            Meter signatures

            Dynamic markings

History

            Neumatic notation

            Mensural notation

            Present notation

Applications

            Some directions for notation in manuscript

 

Scales, Tonality, Key, Modes

Important concepts

            Scale

            Diatonic scales

            Solfeggio syllables

            Major scale

            Transposition

            Minor scale

            Scale relationships

            Tonality

            Key

            Other scales

History

            Medieval and renaissance periods (800-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Intervals and Transposition

Important concepts

            Intervals and interval numbers

            Perfect, major and minor intervals

            Consonance and dissonance

            Augmented and diminished intervals

            Enharmonic intervals

            Inversion of intervals

            Compound intervals and simple intervals

History

            Tuning systems

Applications

            Fluency with intervals

            Transposition

            Methods of transposition

 

Chords

Important concepts

            Harmony

            Chord

            Triad

            Major triad

            Minor triad

            Diminished triad

            Augmented triad

            Scale degree names

            Primary triads

            Seventh chords

History

            The development of harmony

Applications

            Triads on scale tones

            Triad inversion

            Root position

            First inversion

            Second inversion

            Triad analysis symbols

            Seventh chord analysis symbols

            Figured bass

            Figured bass symbols

            Popular music symbols

            Summary

 

THE STRUCTURAL ELEMENTS OF MUSIC

Cadences and Nonharmonic Tones

Important concepts

            Phrase

            Harmonic cadence

            Rhythmic cadence

            Nonharmonic tones

            Unaccented nonharmonic tones

            Accented nonharmonic tones

            Accented versus unaccented nonharmonic tones

            Nonharmonic tones involving more than three pitches

            Summary

History

            Prior to baroque period (1300-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Melodic Organization

Important concepts

            The motive

            Sequence

            Phrase

            Period

            Modification of the phrase

            Other melodic organization

            Melodic structure

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900_

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Texture and Textural Reduction

Important concepts

            Texture

            Texture types

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Analysis of texture

            Textural reduction

      

Voice Leading In Two Voices

Important concepts

            Voice leading

            Species counterpoint

            The cantus firmus

            The counterpoint

            Motion between voices

History

Applications

            Characteristics of a good melody

            Writing first species counterpoint

            Principles for voice leading

            Summary of the principles of species counterpoint

 

Voice Leading in Four Voices

Important concepts

            Four-voice texture

            Voice leading in four-voice texture

            First-inversion triads

            Second-inversion triads

History

Applications

            Writing a soprano line above a bass line

            Four-voice writing

            Common chord progressions

            Common errors

            Summary

 

Harmonic Progression and Harmonic Rhythm

Important concepts

            Harmonic progression

            The relationship of chords

            Chord progressions

            Harmonic rhythm

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            How to harmonize a tonal melody

 

The Dominant Seventh Chord

Important concepts

            Dominant seventh chord

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Resolution of the dominant seventh chord

            Circle progression

            Noncircle progressions with resolution

            Nonresolution of seventh factor

 

The Leading-Tone Seventh Chords

Important concepts

            Leading-tone seventh chord

            Progressions from vii 7 and viio7

            Resolution of tritone and seventh factors

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present

            Jazz and popular music (1900-present)

Applications

            Voice leading and the vil 7 and viio 7

            Some pitfalls to avoid

 

Nondominant Seventh Chords

Important concepts

            Analysis symbols

            Nondominant seventh chords in major and minor keys

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Nondominant seventh chords in circle progressions

            Noncircle treatment

            Resolution of seventh factor

            Summary

 

Modulation      

Important concepts

            Modulation

            Closely related keys

            Common chord modulation

            Phrase modulation

            Chromatic modulation

            Other modulation types

            Modulations in period construction

            Analytical symbols for modulations

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Applications

            Harmonizing melodies that modulate

 

Secondary Dominants and Leading-Tone Chords

Important concepts

            Secondary dominants

            Secondary leading-tone chords

History

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic period and impressionistic period (1875-1920)  

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

Assignments

 

Two-Part (Binary) Form

Important concepts

            Formal divisions

            Open versus closed formal divisions

            Simple versus compound forms

            Two-part form

History

            Medieval period (500-1450)

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic period (1825-1900)

            Post-romantic and impressionistic period (1875-1920)

            Contemporary period (1920-present)

            Jazz and popular music (1900-present)

 

Three-Part (Ternary) Form

Important concepts

            Three-part form

            Expanded ternary form

            Rounded binary form

History

            Medieval period (500-1450)

            Renaissance period (1450-1600)

            Baroque period (1600-1750)

            Classical period (1750-1825)

            Romantic, post-romantic, impressionistic and contemporary periods (1875-present)

            Jazz and popular music (1900-present)

 

 

CHAMBER CONSORT

The Chamber Consort is an Upper School instrumental ensemble which rehearses the equivalent of 3 class periods a week and performs at least two concerts during the school year.  Admittance to the group is by audition and every attempt is made to utilize whatever orchestration emerges, the primary criteria for admission being a degree of competence on an instrument and the ability to read standard music notation. 

 

Because the type of ensemble is impacted by the talent and ability of the participants as well as the instruments in the group, every year is different.  The fundamental focus of the ensemble is the artistic process of rehearsing and refining a musical composition for performance.  This involves the basics of playing correct pitches and rhythms, matters of articulation, dynamic contrast, phrasing, stylistic components, and ensemble balance.

 

Teamwork and cooperation with peers is emphasized as is respect for a director.  Various aspects of chamber music, including working without the aid of a conductor are often addressed.  Individual responsibility - bringing instrument and music to class, being properly prepared, being on time - is also stressed.

 

While the primary focus is on "classical" music, improvisation and contemporary music are sometimes addressed, as are various types of folk music.  The overall intent is to produce competent, sensitive musicians who can effectively function in a small ensemble situation.

 

Sometimes composing, arranging, and orchestrating are addressed, depending on the timing of performance obligations and the abilities of the participants.

 

Because individual practice at home is a requirement for being properly prepared for rehearsal, and because the ongoing pursuit of technical improvement is a part of the serious study of music, private instrumental instruction for each participant is absolutely necessary.

 

 

CONTEMPORARY IMPROVISATION ENSEMBLE (CIE)

This all year course is an instrumental rock/jazz group.  The scope and sequence is fairly basic.  The students start by examining the instrumentation.  The number of players and their instruments of choice can have a tremendous influence on repertoire.  Once a tune has been chosen, the process of putting together an arrangement begins.  This always includes learning specific rhythms, chord voicings and extensions, and scales and/or modes that work over the various chords.  Learning to be a team player is extremely important.  Realizing that each part, be it a supporting part or a featured roll, all have equal importance in completing the bigger picture.

 

 

Library Skills

The librarians provide instruction in grades 10 to 12 as is required by classroom teachers.  This includes specialized research instruction for a specific project, bibliographic instruction, and evaluation of resources.  Students learn to apply gathered information to critical thinking skills.

 

Information Technology

In eleventh grade, lessons using technology occur during regularly scheduled classes in the five major disciplines.  From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems.  Word processing, spreadsheets, Internet, and database skills are emphasized.  Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners.  Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new computer lab and in the JDV Library.

 

The following Information Technology courses are open to eleventh graders as electives.

 

 

INTRODUCTION TO WEB DESIGN

In this course, students will learn the fundamentals of web design.  Students will begin the term by evaluating a variety of web sites and discussing the elements of excellent design.  Students will then learn Hypertext Markup Language (HTML), the programming language used to make documents for the World Wide Web.   After gaining a solid understanding of the essential HTML commands, students will move on to Macromedia Dreamweaver, one of the industry's leading Web site design editing tools.  As a final project, students will produce a functional web site.

 

TOPICS

Web Site Evaluation

The students will evaluate effective and ineffective web sites.

HTML Fundamentals

The students will write HTML code with a text editor.

Using html tags, the student will do the following efficiently and effectively:

Format text

Insert images

Use local and remote links

Set body and background attributes

Create and modify tables

Apply appropriate tag attributes

Create line and paragraph breaks

Use headings

Control the appearance and alignment of text and graphics

Use named anchors

Link an email address to a web page

Macromedia Dreamweaver Fundamentals

Using Dreamweaver , the student will do the following efficiently and effectively:

Define a local site.

Use templates

           Format text

Insert images

Use local and remote links

Set body and background attributes

Create and modify tables

Apply appropriate tag attributes

Create line and paragraph breaks

Use headings

Control the appearance and alignment of text and graphics

Use named anchors

Link an email address to a web page

Publish his or her site to a web server

 

 

AP COMPUTER SCIENCE

The AP Computer Science curriculum is based on the topics covered by the College Board's Advanced Placement Computer Science A test.  The cases are noted where the course goes beyond the scope of the AP test.

 

 OBJECT-ORIENTED PROGRAM DESIGN

The overall goal for designing a piece of software (a computer program) is to correctly solve the given problem. At the same time, this goal should encompass specifying and designing a program that is understandable, can be adapted to changing circumstances, and has the potential to be reused in whole or in part. The design process needs to be based on a thorough understanding of the problem to be solved.

 

Objectives: Program Design

Read and understand a problem's description, purpose, and goals.

Apply data abstraction and encapsulation.

Read and understand class specifications and relationships among the classes ("is-a", "has-a" relationships).

Understand and implement a given class hierarchy.

Identify reusable components from existing code using classes and class libraries.

 

Objectives: Class design

Design and implement a class.

Design an interface.

Choose appropriate data representation and algorithms.

Apply functional decomposition.

Extend a given class using inheritance.

 

 PROGRAM IMPLEMENTATION

The overall goals of program implementation parallel those of program design. Classes that fill common needs should be built so that they can be reused easily in other programs. Object-oriented design is an important part of program implementation.

 

Objectives: Program Implementation

Recognize programs that effectively use Encapsulation and information hiding

Become proficient with using the following parts of the Java language:

Primitive types vs. objects

Declaration

Constant declarations

Variable declarations

Class declarations

Interface declarations

Method declarations

Meter declarations

Console output (System.out.print/println)

Program Control

Methods

Sequential control

Conditional Statements

Iteration

Recursion

Java library classes (included in the A-level AP Java Subset)

 

 PROGRAM ANALYSIS

The analysis of programs includes examining and testing programs to determine whether they correctly meet their specifications. It also includes the analysis of programs or algorithms in order to understand their time and space requirements when applied to different data sets.

 

Objectives: Program Analysis

Categorize errors: compile-time, run-time, logic

Identify and correct errors

Understand and modify existing code

Extend existing code using inheritance

Understand error handling

Understand runtime exceptions

Analyze algorithms with respect to comparisons of running times (Using "Big-Oh" notation)  [Beyond the scope of the AP Computer Science A test]

 

 DATA STRUCTURES

Data structures are used to represent information within a program. Abstraction is an important theme in the development and application of data structures.

 

Objectives: Standard Data Structures

Employ the following data structures in a program

Simple data types (int, boolean, double)

Classes

One-dimensional arrays

Array Lists

 

Objectives: Advanced Data Structures [Beyond the scope of the AP Computer Science A test]

Employ Two-dimensional arrays following data structures in a program

Interpret program code that uses a TreeSet structure.

 

 STANDARD ALGORITHMS

Standard algorithms serve as examples of good solutions to standard problems. Many are intertwined with standard data structures. These algorithms provide examples for analysis of program efficiency.

 

Objectives: Standard Algorithms

Write and interpret programs that perform the following operations on standard data structures listed above

Traversals

Insertions

Deletions

Write and interpret programs that use sequential search.

Interpret programs that employ Binary search.  Identify its uses and limitations.

Differentiate between the following sorting methods from algorithmic and efficiency perspectives

Selection

Insertion

Merge

Sort

 

GRAPHICAL USER INTERFACES  [Beyond the scope of the AP Computer Science A test]

Most modern programs that interface with human users do so with graphic components rather then the terminal based interface taught in the AP Computer Science exam.  Using graphical user interfaces (GUIs) with their own developed software forces students to consider external design requirements. 

 

Objectives: Graphical User Interfaces 

Use the following java graphical components to implement a graphical user interface

Applets

Frames

Panels

Buttons

ComboBoxes

ActionListeners

MouseListeners

Graphics draw methods

Use Java documentation resources to learn other graphical components as needed.

 

DEVELOPMENT PROCESSES  [Beyond the scope of the AP Computer Science A test]

The software life cycle includes requirement specification, program design, software implementation, and then system testing.  Software can be developed individually or, more commonly, by a team.  Building a large software project that takes weeks, rather than hours, allows students to connect all that they have learned throughout the course.  It also gives them the experience (and pleasure and pain) of seeing a process from beginning to end.

 

Objectives: Development Processes 

             Create specifications for building a software game

             Write a design document that includes GUI specification and class relation diagrams.

             Design, implement and test the game software

             Design, implement and test an "intelligent" opponent software

             Manage the development process for:

             Individual development projects

             Team based projects.

 

 

 

COMPUTER GRAPHICS AND IMAGING  (Fall)

This course will offer students an opportunity to create fine art using the computer. Students will study layout and design while manipulating text with layered images. Students will use digital cameras, scanners, the Internet, and graphics software to create a variety of projects including posters, brochures, and CD covers.  

 

Prerequisite: Drawing and/or Photography.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of computer graphics.

identify the technology components and software used in computer graphics.

incorporate media forms including text, graphics, and images.

design posters, brochures, CD covers, and other projects as assigned.

use computer system, peripherals, and software variables and functions.

apply design concepts and computer skills to manipulate images, objects, text.

prepare completed projects for printing and/or publication.

understand ethical issues related to computer graphics and digital imaging.

evaluate information gathered for timeliness, authority, accuracy, validity and completeness.

analyze and critique finished work.

 

TOPICS

 Introduction to Computer Graphics

 History and uses of Computer Graphics

 Production value

 Computer hardware

 Imaging software

 Composition and Design

 Text

 Introduction to Digital Cameras and Scanners

 Peripheral hardware

 Capturing, acquiring, and importing images

 Storage

 Manipulating Images and Adobe Photoshop

Layers and history

Filters

Tools

Background and lighting

Image modes and color

 Printing and Publication

            Resolution, canvas size, and file size

            Large format printing

                        Electronic display and/or output

 

MATERIALS:   CD-RW for saving finished projects. 

 

 

COMPUTER GRAPHICS AND ILLUSTRATING   (Winter)

This course will offer students an opportunity to create fine art using the computer. Students will explore their creative process as they become familiar with various illustration and graphics software.  Students will learn to create illustrations using the computer as their canvas and tools.

 

Prerequisite: Drawing.

 

MATERIALS: CD-RW for saving finished projects.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of computer graphics.

identify the technology components and software used in computer graphics.

incorporate media forms including text, graphics, and illustrations.

design posters, brochures, book covers, and other projects as assigned.

use computer system and software variables and functions.

apply design concepts and computer skills to manipulate objects, illustrations, and text.

prepare completed projects for printing and/or publication.

understand ethical issues related to computer graphics and illustrating.

evaluate information gathered for timeliness, authority, accuracy, validity and completeness.

analyze and critique finished work.

 

TOPICS

 Introduction to Computer Graphics

 History and uses of Computer Graphics

 Production value

 Computer hardware

 Illustrating/graphic software - raster vs. vector

 Composition, Design, and Text

 Introduction to Scanners and peripherals

 Peripheral hardware

 Capturing, acquiring, and importing images

 Storage

 Manipulating Images and Adobe Illustrator

Basic concepts of drawing/illustrating programs

Lines and Shapes

Tools

Background and lighting

Color, text, and modes

 Printing and Publication

 Resolution, canvas size, and file size

 Large format printing

 Electronic display and/or output

 

 

ANIMATION  (Spring)

Through flipbooks, Claymation, and sequential drawings, students will explore the visual and narrative possibilities of animation.  They will use the computer and digital camera to create short animated films from their artwork.

 

Prerequisite: Drawing, Photography, and/or Computer Graphics

 

MATERIALS:  CD-RW for saving finished projects.

 

OBJECTIVES

Upon successfully completing the course students will be able to:

identify important events and people in the history of animation.

identify the technology components and software used in computer animation.

incorporate drawings, 3D modeling materials, and text.

design flipbooks, thaumatropes, short computer animated sequences, and other projects as assigned.

use computer system and software variables and functions.

apply animation principles and computer skills to manipulate images and create moving pictures.

prepare completed projects for output.

understand ethical issues related to computer animation.

evaluate information gathered for timeliness, authority, accuracy.

analyze and critique finished work.

 

TOPICS

 Introduction to Animation

 History and mechanics of moving pictures (Flipbooks & Thaumatropes)

 Production techniques

 Cell to Stop Motion to Digital Convergence

 Animation software

 Output

 Technical Issues

Hardware

Software - raster vs. vector and display options

Image size, resolution, and compression

File formats

Peripheral devices

Capturing, acquiring, and importing images (Clay or Lego 'mation)

Storage

 Creating Computer Animation

Storyboarding and timing

Lines and shapes

Tools

Background and lighting

Modeling and designing linear movement

Camera moves and views

 Multimedia, Web, and Gaming Animation

                         Interactive scenes and objects

                         File formats

                         Programming and software

 

 

Health

No Health classes are offered in eleventh grade. Required health courses are taken in prior school years, ending in tenth grade.

 

Physical Education

UPPER SCHOOL

Upper School Physical Education takes place as part of our mandatory after school activity requirements.  All students in grades nine through eleven must participate on at least one team sport every year, and must participate in a second activity that is provides physical exercise (either a second team sport or an non-interscholastic athletic activity.)  Wooster does allow students who have serious commitments to athletic pursuits beyond what Wooster provides (e.g. equestrian activities, dance, martial arts)  to apply to pursue an independent athletic activity, but all students are required to continue to get the exercise they need to  develop as healthy individuals.

 

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Please note: Wooster’s educational philosophy is centered on teaching children not course material.  Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

 

The information contained in these documents is the intellectual property of Wooster School

and intended solely for the use of current and prospective members of the Wooster community

to better understand and anticipate course content.

Reuse, resale, or reproduction of this material outside of Wooster School is prohibited.

 

Copyright Wooster School 2006